Reflections on Differentiated Instruction and Universal Design for Learning

As I reflect on my experience with my group’s social network, several thoughts come to mind. The collaboration was both enjoyable and valuable. Each group member contributed different resources on Universal Design for Learning and Differentiated Instruction. These resources included both background information, as well as practical ways to implement the approaches. Additionally, our chat session helped me clarify and develop a deeper understanding. My group members themselves were great resources.

How will I use these resources to implement Universal Design for Learning and Differentiated Instruction in my classroom? First of all, I have borrowed an idea from one of my group members to organize the resources. I am bookmarking each of the websites so I can easily locate and use them. I incorporated many components of the student inventories and surveys shared by my group into a beginning of the year survey on interests, learning profile and intelligences. I plan to use this to set the stage for my differentiated classroom as the results will help me begin to make connections with my students and guide my plans (Laureate Education Inc, 2009). I like the idea of locating resources related to a unit of study to use in differentiating my lessons. These resources will provide the multiple routes so that all students will arrive successfully to our destination; the learning goals (Laureate Education Inc., 2009). Additionally, I recognize now, from first hand experience, how valuable a learning network can be in clarifying and deepening understanding. My students could benefit just as much as I have from being offered the experience of a learning network.

I have already adopted the vital mindset that each student has unique learning needs and strengths (Laureate Education Inc., 2009). With that in place, technology provides the tools and resources to make Differentiated Instruction and Universal Design for Learning a reality in my classroom. The most immediate adjustment I will make to customize learning during the last nine weeks of this school year will be to offer a choice board on our oceanography unit as a culminating activity and final assessment. Students will have the opportunity to select three activities based on interest and learning profile to demonstrate their understanding of the content material. Technology tools including spreadsheets, Microsoft Paint, Audacity, digital cameras, and Pixie 2 will enable students to create authentic products while taking their learning of oceanography deeper with internet resources on currents, careers, and geography. This choice board will be a first step in offering product options to my students and in bringing differentiation to my classroom.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Tomlinson, C.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from the Walden Library ebrary.