Differentiated Instruction And The Udl Principles Essay

Differentiating instruction is a valuable instructional management and delivery tool, which can be used to assist teachers in meeting the needs of the diverse populations of students which they now find in their classrooms. In using these strategies, a teacher may use pre-assessments to determine the learning styles, interests and readiness of the students, prior to the introduction of a lesson or unit. After developing a learner profile, the teacher may then differentiate according to the readiness of the student, by process of delivery, and by the product which the student may produce to

During the text-based discussion, the student will discuss what the main character in the story said, looked like, acted like, and felt like.

Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

Commedia dell’Arte has been incorporated in many contemporary productions which are loose adaptations of traditional Commedia dell’Arte plays. The

UDL provides the same kind of flexibility in modern classrooms. The goal of UDL is to present school subjects so that all learners can access the information, and to give learners different ways to demonstrate their knowledge through multiple needs of representation, action and expression, and

The title of my lesson is Environmental Barometer. This lesson will take approximately 45-60 minutes of preparation time and a 45-minute session to conduct a field investigation. The lesson is in groups of 3 to 4 students. The materials for the lesson include clipboards, one copy per group of Biotic and Abiotic Features Data Sheet, reference materials (tree, bird, amphibian, insect guides), a selection of instruments to study abiotic features of an ecosystem (anemometer, thermometer, and soil pH tester). The students will compare and contrast abiotic and biotic components inventoried at two outdoor study locations in an effort to explore wildlife as indicators of ecosystem health. The teacher will choose

Growing from this universal design notion stemmed the idea of Universal Design for Learning (UDL). Thus, in a UDL learning environment, it is an environment unimpeded for all learners regardless of any disability or label such as LD or ELL. The Center for Applied Special Technology (CAST) purports in their 2011 document “Universal Design for Learning Guidelines version 2.0”, that such learning environments should center on the “How” of learning examining strategic differentiated learning for the classroom; the “What” of learning with the wide range of assessment options available to teachers and students; and the “Why” of learning providing the purpose of learning and engagement in the learning process.

Commedia dell’arte is a performance style that originated in Italy emphasizing pantomime, improvisation, and ensemble acting, using over the top movements to accentuate emotions on a bare stage. Although shows presented by commedia dell’arte troupes were improvisations they were heavily influenced using an array of stock situations along with very well-developed masks (characters). Commedia dell’arte masks have molded the creation of characters from William Shakespeare’s “Merchant of Venice” to Matt Groening’s “The Simpsons”. Keeping society entertained at every age.

They are so many different teaching strategies that are useful and effective but I agree that differentiated instruction is number one! It is very important for educators to have differentiated instructions in the classroom because not every students learns the same way and this will get the students involved. This teaching technique will give the students multiple options to express their learning. While they are expressing their learning, they will be able to uncover deep layers of the concept they are learning. I think when teachers give instruction and certain duties to the classroom, the student feels wanted and gets excited when they have something important to do.

Having a minor in special education, I am gradually incorporating elements of differentiation and Universal Design for Learning (UDL) into my pedagogy. Although I am familiar with the theoretical foundation of these teaching philosophies as a new teacher, I want to ensure that the fundamental teaching practices are securely in place before I expand my practice to incorporate additional strategies such as UDL. At this point in my practice, I attempt to provide students with multiple means of representation by including power point presentations, reading aloud, and creating opportunities for both group and individual study. Since my experience in the IFX, I have become more accustom to scaffolding verbal directions and providing clear pathways

The world of theatre arts possesses a rich and diverse history, in which lies one of the most unique and influential styles of performance: Commedia dell’arte. After emerging in 16th century Italy, Commedia dell’arte revolutionized theatre, most prominently with the introduction of widespread improvised performance and the newfound involvement of women in theatre. In this seminar, students will delve into the extensive history of Commedia dell’arte and its impact on performance arts. Why were great minds like Molière and Shakespeare inspired to include it in their works? How did the Commedia masks make their way into popular operas and ballets? Students will also examine the controversial effects of Commedia dell’arte

When teachers develop differentiated instruction strategies for students they provide several different avenues for the student to achieve the same learning goal regardless of which path they choose. Student choice in which avenue they ultimately select creates a sense of ownership with the students and actively engages them in the lesson. The different avenues all lead to the same learning goal just as many roads might lead to one destination. Differentiated thinking empowers teachers to be responsive rather than reactive to the unique and individual personalities,

“Differentiation provides a framework for responding to differences in students’ current and developing levels of readiness, their learning profiles and their interests, to optimize the match between students and learning opportunities” (Tomlinson and Jarvis, 2009, p. 599). Research has supported that adjusting content, environments, processes and final products addresses students’ differences. By incorporating differentiation in the classroom and school, students’ needs are addressed more fully and opportunities to excel are given.

As it is uneasy to use differentiated instruction, teachers should be flexible to choose some tasks or parts of the lesson that would arouse students’ interest and meet student’s diversity. Using differentiated instruction does not mean that you have to differentiate every lesson, every day. As one of the teacher said that she was successful in her class because she varied the activities, split the aim of the lesson to meet student’s level. All students with different levels can enjoy the class. It really can help our students in their language improvement, learning attitude and learning and teaching process. Therefore, there is a need for teachers to be trained so that they can apply DI for the benefits of the

Purpose for Reading: Students will recount details from the text and identify characteristics of the main characters of the story.