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    Week 2 Differentiated Learning Udl

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    The teacher was able to differentiate lessons to meet each student's individual needs and abilities. Through discussion and questioning, the teacher probed students at an appropriate level, asking both higher- and lower-order thinking questions. When some students struggled, the teacher provided further prompts to help more students engage with the material. Students were aware that the teacher was interested in how well they answered worksheet questions, not how quickly they completed them. Visual aids like dotted lines indicated the expected level for each student. The more seamless the differentiation, the more effective the results.

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    Week 2 Differentiated Learning Udl

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    api-547742526
    84 views1 page
    The teacher was able to differentiate lessons to meet each student's individual needs and abilities. Through discussion and questioning, the teacher probed students at an appropriate level, asking both higher- and lower-order thinking questions. When some students struggled, the teacher provided further prompts to help more students engage with the material. Students were aware that the teacher was interested in how well they answered worksheet questions, not how quickly they completed them. Visual aids like dotted lines indicated the expected level for each student. The more seamless the differentiation, the more effective the results.

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    week 2 differentiated learning udl

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    The teacher was able to differentiate lessons to meet each student's individual needs and abilities. Through discussion and questioning, the teacher probed students at an appropriate level, asking both higher- and lower-order thinking questions. When some students struggled, the teacher provided further prompts to help more students engage with the material. Students were aware that the teacher was interested in how well they answered worksheet questions, not how quickly they completed them. Visual aids like dotted lines indicated the expected level for each student. The more seamless the differentiation, the more effective the results.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    84 views1 page

    Week 2 Differentiated Learning Udl

    Uploaded by

    api-547742526
    The teacher was able to differentiate lessons to meet each student's individual needs and abilities. Through discussion and questioning, the teacher probed students at an appropriate level, asking both higher- and lower-order thinking questions. When some students struggled, the teacher provided further prompts to help more students engage with the material. Students were aware that the teacher was interested in how well they answered worksheet questions, not how quickly they completed them. Visual aids like dotted lines indicated the expected level for each student. The more seamless the differentiation, the more effective the results.

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    © All Rights Reserved
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    of 1

    Differentiated Learning & Universal Design for Learning

    This is an area which seems to cause issues no matter how experienced a teacher may be. At this
    stage of the year the teacher has come to know students’ abilities and their varied ranges. I noted
    that the teachers were well able to differentiate the lessons to each of the students’ needs. In the
    classes this week I felt that the lessons were pitched at a suitable level for each child to engage with.
    Through talk and discussion I felt the teacher was able to probe each child at an appropriate level
    asking a range of higher and lower order thinking questions e.g. “can anyone name this part of the
    bandsaw” I felt this was a very open ended question that would be effective for the student who
    wasn’t as quick at answering on the spot.

    A few students continued to struggle, so the teacher gave a further prompt by giving a brief
    description of the part and its function. I thought this was a good idea as it was including and
    allowing more students the opportunity to engage with the content as it had now been tailored to
    their needs.

    During individual tasks the students have been made aware that the teacher isn’t so much
    interested in how fast they can complete the questions on the worksheet but in how well they
    answer them. The sheets all had a dotted line going across at a level as a visual aid for certain
    students, to indicate where he expected each of them to get to and any further would be a bonus.

    From my own experience of differentiation so far, the more seamless it is the more effective the
    results. No child likes to feel different so if making small adjustments such as using a different colour
    on each sentence when creating a PowerPoint “for engagement through technology to be effective,
    the tool should help focus students attention on the learning goals and the task at hand rather than
    distract from it” (Liz, 2017), or writing on the board in different colours for each sentence helps even
    one child feel more involved in a lesson I will try my best to do so consistently in my future years of
    teaching, then gradually remove the support when I feel appropriate.

    Universal design learning is about giving students an equal chance to succeed. In the UDL
    ‘framework its all about giving feedback to the students and telling them how they can improve’
    [ CITATION Lin14 \l 6153 ]. Universal design learning was incorporated into the teaching for the
    students in my school as I noted the cooperating teacher using an already completed piece to show
    the students what the final piece should look like, while also marking out a piece physically in front
    of them to show the process.

    References
    Jorgenson, L. (2014). Innovations in Teaching & Learning Conference Proceedings. Universal Design:
    Strategies and Examples to Assist Educators in the Classroom.

    Liz, K. (2017). Learning First, Technology Second (1st edition ed.). America: International Society for
    Technology in Education .

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