Differentiating Instruction in an Inclusive Classroom Study Guide

Differentiating Instruction in an Inclusive Classroom universal design for learning (UDL) framework uses this philosophy to create lessons that are engaging, challenging, and accessible to all students. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. three core principles of UDL o o o Multiple means of representation Multiple means of engagement Multiple means of action and expression important UDL-related concepts o o o Variability requires that learning experiences be designed to meet the needs of all diverse learners Plasticity means that the brain can grow and develop. Goals improve focus; the brain responds positively to knowing what the goal is and having the support to accomplish it. 5 examples of ULD in the classroom o o o o o Posted lesson goals -Having goals helps students know what they are working to achieve. That is why goals are always made apparent in a UDL classroom. Assignment options- With UDL, there are multiple options on how to complete an assignment. Flexible workspaces- UDL promotes flexibility in the learning environment. This includes spaces for quiet individual work, small and large group work, and group instruction. Regular feedback- With UDL, students get feedback — often every day — on how they are doing. At the end of a lesson, teachers may talk with individual students about lesson goals. Digital and audio text - UDL recognizes that if students cannot access information. Students have many options for reading, including print, digital, text-to-speech and audiobooks. Differentiated Instruction Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: o o o o Content – what the student needs to learn or how the student will get access to the information. Process – activities in which the student engages to make sense of or master the content. Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels. Explicit instruction is a way to teach in a direct, structured way. When teachers use explicit instruction, they make lessons crystal clear. - typically includes six core functions: review, presentation, guided practice, feedback, independent practice, and ongoing review. Systematically Design Instruction: goal-driven, is logically organized and sequenced, and includes scaffolds and supports. Systematic instruction often is delivered in a manner consistent with UDL, but UDL is an instructional framework, not a core component of systematic instruction. Curriculum Compacting: Getting rid of information gifted students already know (Curriculum compacting has no negative effects on student learning, according to research.) What is a whole-class strategy or instructional approach that ensures your students clearly understand the steps to complete a skill and then can apply that learning in practicing a skill? Explicit instruction In planning your lesson, you will need to apply either universal design for learning (UDL) or differentiated instruction; you should not use both in the same lesson. False Students with disabilities should be provided alternative assessments in order to receive accommodations in your lesson. False You are a classroom teacher seeking to ensure your students stay on task and engaged, and you need to design a classroom assessment after teaching an important concept. Universal design for learning (UDL) is one way to design classroom assessments that ensure each student is engaged and challenged. Your students who are gifted and talented are working on an accelerated curriculum. Which of the following activities is most appropriate for these students? Continue working on an advanced project aligned with higher grade-level standards, but participate in opening and closing circles to share what they have learned. At the end of the lesson, you collect an exit ticket and notice that only 40 percent of your students have met the objective. What is an appropriate way to begin the next day's lesson? Begin with a brief reteaching of the content in question, and then allow students time for individual practice in areas where they most need it You are a teacher and notice that, during guided practice of a three-step process, one of your students is completing the second step incorrectly. What is appropriate feedback to provide the student? "You began this correctly, but take another look at what you did next."