Universal Design for Learning Essay

These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on CAST’s three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from gifted and talented to those providing more support in special education programs.

A productive and engaging classroom should also be differentiated to give equal learning opportunities to students of varied abilities, learning paces and preferences (ACARA, n.d.d). In a typical

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

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

In order to allow children to grow, learn and develop to their utmost potential, educators need to be attentive, inclusive, flexible and understanding. Attentive to the differences of each child and the variances they bring with them to the classroom, in order to best understand a child’s individuality. In being inclusive of all children, regardless of their circumstance, gender, history or attitude; the educator can make a conscious effort towards equality for all children. Having flexibility, to allow for prompt changes to pedagogy; as children are continually changing, growing and adjusting to their environments, therefore their learning path may also need to change, the educator needs to be able to introduce alternatives where required.

Graduating with a Bachelor of Science in Engineering, at this point in my life, is critical. It’s the goal I’ve set for myself and it’s the goal I’m going to achieve. Yes, my parents wanting me to study Engineering is a big part of why I chose the major, but it also has a lot to do with my interests. I’ve been in a specialized program since I entered the Performing and Visual Arts Magnet program (PVA) in sixth grade as a Vocal major. Many of my peers dropped out of the course, deeming it too rigorous, but I stuck with it because that was my goal. Then, when I started high school, I became a Theatre major and stuck through another four years of long days, many classes, and nighttime rehearsals all because it was merely what I expected of myself. Now that I’m in college and studying Engineering, nothing has changed. I am still just as dedicated to my studies as I have always been, but now I’m able to study something that has always intrigued me. Engineering piqued my interest and my love for math and science led me to the objective I’ve set for myself. I have my end goal and I will achieve a Bachelor of Science in Engineering.

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

Graphic organizers are also great tools for building vocabulary to help students focus on unfamiliar words through a road map, or outline of the reading. Also, students can use organizing tools like Venn diagrams to compare and contrast information and other tools to practice literacy skills helpful for comprehension. With the use of concrete items or visuals, students can better connect prior information to new concepts. For example, when teaching a unit on a topic about travel, the teacher can present a story to the class and then provide them with real objects related to travel as a way to support, provide meaning, establish interest, and link background to influence learning. In regards to vocabulary, concrete items and visuals are also helpful in the pilgrimage to support ELL’s in social studies. Due to the multiple meanings words can carry with them, concentrated vocabulary instruction focused on visuals and continued practice is important for students to build word knowledge. For example, when presenting a lesson filled with new vocabulary, ELL’s can benefit from the use of pictures, drawings, or objects to explain word meanings in a more appropriate tangible manner. After words are learn, teachers can increase content retention by providing the class with many ongoing opportunities to practice their vocabulary. Lastly, social interactions are

While tutoring middle school students in math last year, I found myself strategizing to make the content more accessible to students. Not realizing it at the time, I was attempting to find something the student already had knowledge of (that related to the content) in order to build the student’s understanding from that point with more depth. After reading Lorrie Shepard’s “Linking Formative Assessment to Scaffolding”, it inspired me to reflect upon all my experiences as an at-risk middle school youth tutor. Amazed and intrigued, I realized that the theories Sheppard had written about, such as Vygotsky’s cultural theory of development, instructional scaffolding, and formative assessment were all prevalent in my experiences as a tutor.

The Universal Design (UDL) for Learning and the heutagogical approach to learning were the topics studied during this week in Design and Instruction of Online Courses. These two concepts were new to me. The UDL is an approach to curriculum development that provides flexibility in the ways information is presented, in the ways students demonstrate knowledge and skills, and in the way students are engaged. The purpose of this approach is to meet the diverse learning styles and needs for all students, including students with disabilities and students who require ESL support. UDL offers students equal access to learning and equal opportunity to participate in their own learning by opening several learning pathways and using assistive technology. Some examples of assistive technologies are captioned video, speech recognition applications, audio players and recorders, reading guides applications etc.

Objective: Students will be able to understand that the size of an object affects water levels.

It is said that a Universal Intellectual is a person who has a worldly view. Having an opinion on information they believe they possess may be correct but here's this thing even if they are correct hundred percent of the way, they are a universal intellectual so they have the want to be involved in every topic and be able to express their opinion in every topic, because that is what truly interests them.everything and everyone, believing that they can give analytical information to anyone on any subject. While a Specific Intellectual has precise information and expertise on one individual thing, providing their main knowledge and stay completely out of topics that a universal intellectual would dive straight into.

As a child It was constantly stated to me by my family and teachers “If everyone was the same, what a boring place the world would be” a famous quote by an unknown author about celebrating individual differences. Difference is defined by Ashman and Elkins; as varying levels of social, emotional, physical and intellectual qualities that make us all different from other people (Ashman & Elkins, 2009). In today’s world this is viewed as society’s version of normality (Ashman & Elkins, 2009). Inclusion involves the incorporation of all types of differences into a mainstream classroom (Ashman & Elkins, 2009).

As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005). As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may