Significant changes in student populations from two or three decades ago are reflected in current educational patterns around the world. Students from non-English speaking backgrounds, those with disabilities, those from various cultural backgrounds, and those enrolled in accelerated classes make up the student community. (Jung, 2015). This change has led those involved in education to start looking for effective teaching and learning methods that can accommodate different learning profiles. This essay will therefore aim to answer the following crucial concerns in relation to the aforementioned issue.
Describe and Explain Differentiated Instruction and How it is Implemented in the Classroom. It is defined as a philosophy of teaching based on the conception that students learn best when their teachers accommodate the differences in their readiness levels, interests and learning profile. Based on the recent reports, the following factors were reported to be inevitable in propelling the shifts towards differentiation. They are: student diversity, learning styles, brain research, and the multiple intelligences. Meanwhile, the implementation of differentiated instruction in a class requires a collaborative teacher-student relationship which reciprocates a learning experience.
On the other hand, the physical arrangement of furniture should be structured to promote interaction, especially among students. The lesson should focus on what the student already knows, but encouraging the student to move ahead into areas that pose a greater challenge (On Inclusive Practices 2013). The teacher should focus on how to engage the student interest and modify tasks to suit ability levels. Furthermore, the teacher should have a meaningful lesson content, which is compelling learner interest and providing a basis for the use of mediating tools like language.
Describe and Explain Universal Design For Learning and How It is Implemented in the Classroom
"It is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn which provides the opportunity for students to access, participate, and progress in the general-education curriculum" (Bertrando, and Kozik, 2014). The framework is implemented in a class by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet various needs of their students. It also helps teachers during instruction preparation to refine how they approach learners, what they teach them and how they teach.
What Are The Differences Between UDL And Differentiated Instruction?
The two differs in a few key aspects of their guiding principles. Despite having a common goal, their differences mainly come in the implementation processes. For differentiated instruction, a lot of emphases are on formative assessments making the basis for many instrumental decisions (Suban, 2006). Their main key is on continuous assessment of students to determine their needs and finally, adjust instructions to meet those needs. On the other hand, UDL approach does not make adjustments as problems arise in the lesson. However, the teacher anticipates these problems and incorporates modifications in the curriculum from the beginning ("UDL Guidelines").
Reflecting on the above discussion, teachers should anticipate student differences and plan for them instantly. Similarly, they should also monitor student progress and implement required adjustments as they proceed. When these are fully implemented, then the two approaches will precisely work together. The three key UDL principles such as providing multiple means of representation, multiple means of action and expression, and multiple means of engagement can be accomplished by altering the process, product as well as the content of the work. This will enhance incorporation of the three key elements of differentiated instruction. Therefore, the two approaches complement each other very well in classroom practice.
Based On the Readings, Several Questions Arise
First, how possible is it to achieve implementation of the differentiated instruction in a classroom in a scenario where the relationship between the teacher and student is not collaborative? Next, how can a student grow in knowledge if more lessons concentrate on what the student already knows?
Furthermore, does minimizing barriers to instructions guarantee that every student will progress in the overall education curriculum? Finally, in the UDL approach, how does the teacher know the right and proper modification to incorporate in the curriculum without first having an experience of the problem during the lesson?
References
Bertrando, S. and Kozik, P. (2014) Differentiation for special education in a common core world. N.Y: Engage. Retrieved from: https://1drv.ms/p/s!AvxghJzLIzZ2IQJN75pnvPhhHKLr
Jung, L. (2015). Creating assessments for differentiated instruction. YouTube. Retrieved from: https://youtu.be/bB1UwpQKbeE
National Center on Universal Design and Learning (n. d.). UDL Guidelines. Retrieved from:
http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
On Inclusive Practices. (2013). Similarities and differences between universal design for learning and differentiated instruction. Retrieved from: https://kristinspe322.wordpress.com/2013/02/12/similarities-and-differences-between-universa-design-for -learning-and-differentiated-instruction/
Suban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Retrieved from:
http://files.eric.ed.gov/fulltext/EJ854351.pdf
