Solved by verified expert:Evaluating Differentiated Instruction and UDLAll children can learn. This is a prevailing philosophy in education today. For this to take place, different approaches must be taken to learning, including differentiated instruction and Universal Design for Learning. Use the questions to guide an original post and responses to at least two classmates. APA citations are required only in the original response.Identify a segment of the student population at your school that is receiving or would benefit from differentiated instruction and the application of Universal Design for Learning. How has differentiated instruction and the application of Universal Design for Learning (UDL) benefited these students, or how could they benefit them?How were teacher leaders involved in the implementation of instructional strategies to meet the needs of this student population?How were school leaders involved in the implementation of instructional strategies to meet the needs of this student population?Requirements:1.) Some of your thoughts in reference to your assigned readings, with2.) Your personal observations and experiences, and pulling in3.) Perspective from at least one outside source.Must be, at minimum, 3 paragraphs of 6-8 well-developed sentencesAPA citations are required only in the original responsePART 2Reply to both discussion post I have attach.Here are guidelines to follow in your response.Each Responses should be a minimum, 1 paragraph of 6-8 well-developed sentences .Your contribution should be such that it adds to and moves our discussion forward constructive way. In responding to post, see that you’re supplementing their ideas with original thoughts, observations, or research of your own.
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Peer Response 1
My school, although not culturally diverse, is diverse with the 16% of the student population
classified as economically disadvantaged and 23% of the population classified as students
with a disability. “Differentiated instruction is based on Howard Gardner’s theory that
students learn through various intelligences” (Morgan, 2014, p. 35). Differentiating
instruction allows for the needs of every student to be met, including various learning styles,
culturally diverse learners, and learners of different abilities. I believe that most of the
initiatives my school implements is geared towards meeting the needs of all learners, not just
a select population.
For the purpose of this discussion, however, I will focus on the students in the autism
program. My school houses the autism program for all three middle schools within the
district, and we have three different classes of self-contained students. Each student has an
Individualized Education Plan (IEP) which serves as the curriculum for each student. As you
can imagine, this means that no two students have the same educational program for the
academic year, from material to content. Each student’s IEP has goals and objectives for each
subject area, and this drives their individual curriculum. In speaking with a coworker in one
of the three self-contained classes, she expressed that when working on English Language
Arts, she has levels that range from Pre-K through fourth-grade, with skills covering a range
from comprehension to decoding. In order to meet the needs of each student, instruction is
pretty much individualized, with two-on-one instruction occurring rarely.
My school is fortunate to be in a district where staff development is built into the
academic year. We have switched from mandatory staff development (most of the time) to a
choose-your-own-adventure, so to speak. Teacher leaders throughout the district sign up to
present on various topics. We are free to sign up for whatever speaks to our current needs as
educators. In a way, the district is differentiating professional development to meet the
needs of their diverse staff. Our staff is also very much advocates for our students, especially
the special education teachers. As a staff we often discuss ways to differentiate instruction to
meet the needs of all learners. As special education teachers, it is extremely important to
follow the IEP in place, especially the modifications and accommodations that must be made
to meet each learner where they are. Both the special education teacher and the general
education teachers take part of the IEP writing process, offering suggestions that will assist in
the child’s educational process.
I am very fortunate that the school leaders within my district, both at the building level
and the district level, are extremely willing to implement anything that benefits the
educational needs of all students. Technology is so beneficial to differentiating instruction. A
school leader needs to ensure that efforts are made “for inclusion are made to create
innovative ways and accessible material to engage students who are diverse in terms of
culture, abilities, skills, prior experiences and preferences” (Kaur, Noman, & Nordin, 2017, p.
756). When new technology is introduced, staff is trained not only on how to use it, but also
how to incorporate it into daily lessons. “Digital resources can easily be used to provide
support for struggling learners and offer a way for them to learn through various formats that
match auditory, kinesthetic, and visual learning styles” (Morgan, 2014, p. 37).
Kaur, A., Noman, M., & Nordin, H. (2017). Inclusive assessment for linguistically diverse
learners in higher education. Assessment & Evaluation in Higher Education, 42(5), 756771.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing
House, 87(1), 34-38.
Peer Response 2
A segment of the student population that would benefit from differentiated instruction and
the application of Universal design for Learning at my school are the students that are
considered to be “below grade level” or “on watch” according to our state standardized
assessment and our quarterly Reading and Math assessments. Although I think most of our
students would benefit from differentiated instruction and the application of Universal
design for Learning, these “below grade level” and “on watch” categorized students would
benefit the most. According to Meyer and Rose (2002), “Universally designed curriculum
include a range of options for accessing, using, and engaging with learning materialsrecognizing that no single option will work for all students” (p. 9). Having the flexibility in
curriculum and being able to present information is a variety of ways and trying to best meet
every students learning needs would be extremely beneficial to all of our students and
especially the “below grade level” and “on watch” students. By being able to present material
in multiple ways, we can work towards getting these students above grade level. It is always
a goal to have all your student succeed, and by differentiating instruction we will be meet
students at their learning levels and teaching to their learning needs.
I teach in a small, rural community school. There is only one class per grade level with class
sizes averaging 16 students. This being the case, there is obviously only one teacher per grade
level. We do not have the opportunities to plan with other teachers and we also only see our
resource teacher three times a week, where she normally pulls small groups. This requires
teachers to differentiate instruction and apply Universal design for Learning in their
classrooms individually. This makes each of our teaching styles very unique. We are able to
changes things up and differentiate according to the content we are teaching and our classes’
different learning styles and needs.
Our school leader is involved in the implementation of instructional strategies in many
different ways. First, my principal does frequent observations. After these observations she
gives excellent feedback on what she liked in our lessons and improvements she thinks
would make our lessons even more successful. By making different suggestions and giving
feedback on the observation, we are able to improve our lessons and differentiate instruction
or incorporate UDL in a way that better meets the needs of our students. A second way that
my principal is involved in the implementation of instructional strategies is by providing
numerous professional development opportunities for our staff. As I mentioned in a previous
discussion board, she sent three other teacher and myself to Ron Clark Academy in Atlanta,
Georgia for a day of observations. Being able to observe teachers that are highly successful in
differentiating instruction and incorporating UDL is very beneficial to me. It allowed me to
grow so much as an educator and to learn different techniques to use in my classroom.
Hitchcock, C., Meyer, A., & Rose, D. (2002). Providing New Access to the General
Curriculum: Universal Design for Learning. Teaching Exceptional Children, 35(2), 8–17.
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