Section II: Differentiated Instruction
4.) (Chapter 9 – Differentiating Instruction) Follow link to IRIS website - http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm and review the entire module. READ—“How to Use a Module”—Link is on right side of homepage. BEGIN with the “Challenge” then review the other pages of the module. Select a core content area (either mathematics, ELA, or your primary middle school concentration) and respond to the items below.
Respond to the items below.
GO TO Page 8: UDL in Practice. Read the page and complete the chart below as it pertains your content area. Include a minimum of 10 multisensory strategies you plan to use.
Learning Style 10 Examples - From Your Content Area
Visual Learners -Using images in the text to help students with reading problems
-Showing a video to the class about things that are related to the book that the class is reading to help students with reading problems understand the context better.
-providing students with reading problems a different form of text such as bigger font and fewer words on a page.
Auditory Learners -using small group discussions to discuss the book or story that the class is studying.
-using assisted reading technology in the classroom for those that have reading problems.
-The teacher should lecture in class about the book after the students have read, and allow the students to ask questions orally and provide comments.
Tactile Learners -have students make three-dimensional models to depict characters or settings in the books.
-create a picture of a scene that the student feels is important in the book using a variety of materials.
Kinesthetic Learners -split the students into small groups and have them create a play using the story in the book they are reading.
-create a game where the students can actively participate using information from the book.
GO TO Page 9 – Implementation Issues. List two (2) potential implementation issues that you may face in your classroom.
3 Possible Implementation Issues – Your Content Area
1. Funding equipment or materials may be needed, therefore you need administrative resources. This may be the case for accommodations such as reading assistive technology.
2. Some of these accommodations and adaptations require help from parents too. It is important that you have parent involvement by having them volunteer in the classroom by scanning materials or providing technology support.
GO TO Pages 10 – References. From the list and from resources shared throughout the course, identify at least three resources that you plan to use in the future and explain your rationale for the selection.
Differentiated Instruction Resources & Rationale for Use
1.
The Access Center. (n.d.). Universal design to support access to the general education
curriculum. Retrieved on October 16, 2008, from
http://www.k8accesscenter.org/training_resources/UniversalDesign.asp
I liked this resource because it went into great detail about supporting a universal design in a classroom and why it is important to do so. It explained the history and emergence of universal design in education and the benefits and examples of Universal Design.
2.
Firchow, N. (n.d.). Universal design for learning: Improved access for all. Retrieved
on October 14, 2008, from
http://www.greatschools.net/cgi-bin/showarticle/2490
I chose this resource because it provided an overview of the principles of Universal Design and the multiple methods of presentation, multiple options for participation, and multiple means of expression.
3.
Jackson, R. M. (2004). Technologies supporting curriculum access for students with
disabilities. Wakefield, MA: National Center on Accessing the General
Curriculum. Retrieved on October 16, 2008, from
http://www.cast.org/publications/ncac/ncac_techsupport.html
I liked this resource because it is a very detailed article about technologies supporting curriculum access for students with disabilities. Students who have trouble reading or comprehending information have much success with technology assisted accommodations, so it is important to have resources that support information about technology.
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