question archive Guided Response: Respond to at least two peers
Guided Response: Respond to at least two peers
Subject:SociologyPrice: Bought3
Guided Response: Respond to at least two peers. As always, consider asking questions of peers about their responses to encourage further conversation. In your replies, you can discuss common themes you shared with your peer about differentiated instruction prior to and after watching the video. Additionally, discuss how the benefits your peer provides help guide learning away from isolation for students who are identified as needing modifications. Finally, consider in your replies what your peers shared regarding their week three lesson and post suggestions to help your peers further identify connections in ways that the lesson supports differentiated instruction. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. Remember, this continued interaction gives you further opportunities to demonstrate your content expertise, critical thinking, and real world experiences with the topic of UDL and differentiated instruction.
Peer 1
Before I understood what UDL was, I was trying to accommodate each individual student's needs by teaching in smaller groups. Now understanding the UDL I will plan my lessons and use all means of representation for a more balanced approach to teaching. This will give the students what they need and help reduce the stress of making sure each individual student is being taught using their learning style. I do have a deeper understanding and appreciation for UDL because of this class. It will help me become a more balanced teacher and will have an influence when I am planning out the lessons.
When practicing isolated learning there is the benefit of having a one-on-one learning experience, but then there is the stigma of needing more help than others, which can be embarrassing in some grades. UDL would benefit the student by providing them everything they need and not having to pull them aside, and it will benefit the teacher because she can teach and incorporate different ways of representation of the material to include all the student’s needs. In the video, UDL Minimizes modifications for individual students, it says “if your classroom is set up where you are using all types of representation every day, that they only modification you should need to give is extra time” (Meyer, Rose, Gordon). This will give the teacher extra time to make evaluations, have discussions with the students, and provide immediate feedback to the students.
This video has taught me that the classroom needs to have multiple means of representation in it, which includes pictures, computers, reading material, and must have activities. When thinking about this discussion and discussion 1 from this week it has taught me how to provide better multimedia resources for the students to learn with. Skimming over others' discussions has also taught me that the UDL consists of many different parts that make up a plan that can be applied to any lesson. While researching the UDL I found this definition of the UDL from the US Congress in 2008, “The US Federal Government defines UDL as, A scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways, students respond or demonstrate knowledge and skills, and in the ways, students are engaged. UDL reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students including students with disabilities” (Martin, Wray, James, Draffan, Krupa, Turner, 2019, p.7). I found this interesting because I was only thinking about how the UDL applied to K-12 grades, but the UDL is used throughout all education levels, and around the world. This really put in perspective how important and widespread it is.
References
Martin, N., Wray, M., James, A., Draffan, E. A., Krupa, J., & Turner, P. (2019). Implementing Inclusive Teaching and Learning in UK Higher Education–Utilising Universal Design for Learning (UDL) as a Route to Excellence.
Meyer, A., Rose, D., & Gordon, D. (n.d.). Universal design for learning: Theory and practice (Links to an external site.). CAST. http://udltheorypractice.cast.org/login;jsessionid=EB27BE6C79293351E8C2D70A9FBC9C5B (Links to an external site.)
PEER 2
Before I understood what UDL was, I was trying to accommodate each individual student's needs by teaching in smaller groups. Now understanding the UDL I will plan my lessons and use all means of representation for a more balanced approach to teaching. This will give the students what they need and help reduce the stress of making sure each individual student is being taught using their learning style. I do have a deeper understanding and appreciation for UDL because of this class. It will help me become a more balanced teacher and will have an influence when I am planning out the lessons.
When practicing isolated learning there is the benefit of having a one-on-one learning experience, but then there is the stigma of needing more help than others, which can be embarrassing in some grades. UDL would benefit the student by providing them everything they need and not having to pull them aside, and it will benefit the teacher because she can teach and incorporate different ways of representation of the material to include all the student’s needs. In the video, UDL Minimizes modifications for individual students, it says “if your classroom is set up where you are using all types of representation every day, that they only modification you should need to give is extra time” (Meyer, Rose, Gordon). This will give the teacher extra time to make evaluations, have discussions with the students, and provide immediate feedback to the students.
This video has taught me that the classroom needs to have multiple means of representation in it, which includes pictures, computers, reading material, and must have activities. When thinking about this discussion and discussion 1 from this week it has taught me how to provide better multimedia resources for the students to learn with. Skimming over others' discussions has also taught me that the UDL consists of many different parts that make up a plan that can be applied to any lesson. While researching the UDL I found this definition of the UDL from the US Congress in 2008, “The US Federal Government defines UDL as, A scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways, students respond or demonstrate knowledge and skills, and in the ways, students are engaged. UDL reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students including students with disabilities” (Martin, Wray, James, Draffan, Krupa, Turner, 2019, p.7). I found this interesting because I was only thinking about how the UDL applied to K-12 grades, but the UDL is used throughout all education levels, and around the world. This really put in perspective how important and widespread it is.
References
Martin, N., Wray, M., James, A., Draffan, E. A., Krupa, J., & Turner, P. (2019). Implementing Inclusive Teaching and Learning in UK Higher Education–Utilising Universal Design for Learning (UDL) as a Route to Excellence.
Meyer, A., Rose, D., & Gordon, D. (n.d.). Universal design for learning: Theory and practice (Links to an external site.). CAST. http://udltheorypractice.cast.org/login;jsessionid=EB27BE6C79293351E8C2D70A9FBC9C5B (Links to an external site.)
PEER 3
I believe that every concept learned so far has been instrumental in strengthening self-knowledge in understanding the application of differentiated instructions for teachers' curriculum. The video is an eye-opener on delivering UDL. Secondly, the video has opened my eyes that there is a need to acknowledge diverse scholars in each classroom. The video further presented an opportunity for me to get an understanding of UDL.
Yes. I have developed an appreciation of differentiated instruction as I can apply it appropriately in the classroom. Through differentiated instruction, I can easily facilitate the lesson to the scholars. Moreover, the application of a differentiated instruction approach in my lesson plan can help improve students' performance by keeping them motivated in learning a particular subject. Again, the application of differentiated instructional design strategy knowledge would be instrumental in keeping the learners engaged through becoming good listeners and critical thinkers as Ms., Rachel stated.
UDL can be defined as a set of principles applicable in curriculum development that gives scholars an equal opportunity in learning. UDL forms the basis in creating instructional goals, materials, method, and assessments that works equally for everybody (Griful-Freixenet et al.,2020). While UDL cannot be regarded as a single, one size fit for all solution, it's a flexible approach that is adjustable and customizable to fit individual needs. As a teacher, UDL is helpful as it simplifies the teaching process through planning and mastery skills in lessons.
What I learned in creating a conducive learning environment is to teach simply by focusing on explicit and easy-to-master lessons. This means that as an educator, I need to plan and make room for misconceptions that might be present in low-level scholars. The main concern is education and safety through a conducive environment. In that sense, I will create a learning environment where my students feel free to ask questions and make academic choices. The connections relative to previous classes eliminate total class environment distractions and teach all the learners equally. I have also learned never to assume the intellectual capabilities of learners without assessing their struggles. This will help to single out the most struggling learners for special attention.
References
CAST. (2010, January 6). UDL at a glance (Links to an external site.) Links to an external site. [Video file]. Retrieved from http://youtu.be/bDvKnY0g6e4 (Links to an external site.)
