Diverse Learners Take Home Final Exam Name: Tiffany Langston
Differentiated Instruction Guide Grade Level & Content Area: Kindergarten L.A. (Writing)
Instructions for Completing IRIS Star Legacy Module
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
As the Diverse Learners course draws to a conclusion, contemplate what you have learned about differentiated instruction to meet the learning needs of ALL of your students. Utilizing the numerous multimedia resources shared and your class roll, you will complete the guide below and devise a plan for differentiation for one subject area (mathematics, language arts, or middle school concentration) in your classroom.
To accomplish the goal, review the entire IRIS module on differentiated instruction by completing the guide below. The module highlights one middle school’s journey as they transformed their programs to better meet the needs of all of their students. As you explore the module, pay attention to critical steps that were taken to successfully develop a model differentiated instruction program. Ideas from the module and other course resources should be used to assist you as you develop your plan.
NOTE: There are two parts to the assignment. First, you will react to the module. Then, you will apply ideas for your class and the content area (mathematics, language arts or middle school concentration area) you have selected. The exam is to be completed individually without collaboration with your classmates. Upload your work to OAKS and your inclusion guide by December 14, 2010. We will not meet in class on December 14. Hard copy is not required. (You may change the background color to white or to a color you prefer. )
Steps to Complete:
2. READ—“How to Use a Module”—Link is on right side of homepage
3. BEGIN with the “Challenge.” Either view the video or read the transcript.
4. GO TO the “Thoughts” section. In the space below, jot down your initial reactions to the following questions.
a. How can teachers at Sycamore Middle School meet the educational needs of all of their students?
b. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
a. They can meet the educations needs of all their students beginning with assessing their different learning styles to see how each student learns best. Gardner’s theory on multiple intelligences can help determine students’ learning styles. Also, find out what interests students and incorporate those things into the curriculum. Performing assessments can also tell the teachers where each child is and areas where they need further instruction or re-teaching. This can serve as a starting point for curriculum planning. They should ensure that they pre-assess and post-assess students for each unit. This identifies what concepts, principles, and skills that need to be taught. From there, individualize curriculum goals. b. When planning their instruction, the teachers should consider content (what they teach), process (how they teach), product (how students demonstrate mastery), affect (how students connect their thinking and feelings), and learning environment (how the classroom is designed). Also consider the themes, goals, and objectives of the lesson/unit, the materials and arrangements used (including physical arrangements and grouping patterns), the supports, personal assistance, learning strategies, instructional accommodations, and/or assistive devices, and, finally, where, when and for how long the lesson or activity will last. |
5. GO TO the “Perspectives & Resources” section. Read the “Objectives” and consider the first question before you click on Page 1— Universal Design for Learning (UDL). Read entire page, including the links to information about Universal Design for Learning (UDL). Also, listen (or read the transcripts) to David Rose, CAST founder; Chief Scientist, Cognition & Learning and Grace Meo, CAST Director of Professional Development & Outreach Services as they describe UDL.
6. GO TO Page 2—UDL Principles - Read the entire page. Utilizing the class roll provided to you in class and one identified content area (K-language arts) jot down at least five (5) examples per category of ways you can apply UDL in your lesson plans.
Representation Principle 1 | Action and Expression Principle 2 | Engagement Principle 3 |
Presenting information and course content in multiple formats so that all students can access it | Allowing students alternatives to express or demonstrate their learning | Stimulating students' interests and motivation for learning in a variety of ways |
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Your Examples (5) | Your Examples (5) | Your Examples (5) |
1. Visually create sentences (using smartboard or white board) 2. Hands-on experiences with sentence strips 3. Verbally talking about writing 4. Demonstrations of writing 5. Self-Exploratory using samples of sentences 6. Singing or Dancing about writing 7. Role-play (or use puppets) to talk about writing. For example, the capital letter talking to the lower-case letter explaining why he is used at beginning of sentence. | 1. Share their writing verbally 2. Write/draw responses in journal 3. Group discussions of what they came up with 4. One on one conference with the teacher or assistant 5. Demonstrations of knowledge by showing | 1. Integrate student interests (ie- TV show, music) 2. Use variety of interesting, different manipulatives (cool pencils, grips, paper) 3. Peer editing of writing 4. Reward for completion/performance 5. Guest speakers to talk about the importance of great writing 6. Field trips to illustrate different places and things writers get their ideas from. |
7. GO TO Page 3—Curriculuar Components. Read entire page. Consider the three basic principles of UDL (i.e., representation, action and expression, and engagement) and how to apply them to instruction. In order to successfully reach this goal, apply the UDL principles to the four main curricular components – learning goals, instructional materials, instructional methods and assessment.
8. GO TO Page 4 – Goals. Complete the activity in the box at the bottom of the page. Check your response by clicking the link. Include your response in the chart below.
Given the traditionally stated goal below, help the teachers at Sycamore Middle School to a) identify potential barriers that might make it difficult for some students to achieve the goal and b) rewrite the goal so that it incorporates UDL principles. In this case, the intent of the project is for students to learn about a child's experience during the Holocaust and to present this information to the class.
Goal: The students will read the book The Diary of Anne Frank and give a five-minute oral presentation about the author's experiences.
Include at least 4 barriers that might make it difficult for some students to achieve this goal in the table below.
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5. GO TO Page 5—Instructional Materials. Read entire page. Click the link to listen (or read the transcript) of David Rose. According to Rose, “…What UDL does is say we need to build curricular and environments for learning that have enough flexibility to say the challenge can be varied. We're all going to do this same lesson but you're going do it in this way that is quite challenging, and another student will do it in a slightly different way that is the right challenge for them. Similarly, we're going to say we're going to get you supported before you begin this lesson so you're prepared to be at your best. We challenge both lowest and highest performing. We set challenges for everybody and supports wherever they're needed.” Complete the activity at the bottom of the page, then consider flexible materials (UDL) for students in your class.
· Consider three (3) materials you might use, listing at least one potential barrier for each.
3 Traditional Materials – Content Area | Potential Barriers |
Ex - Textbook | Visual impairments, Fine or gross motor impairments |
Video | Visual or auditory impairments, comprehension difficulty |
Manipulatives | Fine or gross motor impairments |
· List at least three possible universally designed materials or media that you can use and explain why each will more flexibly meet your students' needs.
UDL Materials (3) | Rationale for Use |
Computer program | Provides visual and auditory learning at student’s pace. Allows opportunity to print out work completed. Gives feedback. |
Board game | Can be completed in groups, allowing peer feedback and correction, as well as, peer assistance. |
Listening Center | Allows student to follow along in book while listening to book. |
6. GO TO Page 6—Instructional Methods. Read and consider the examples regarding selection of differentiated instructional methods.
After completing the activity at the bottom of the page, conduct a similar analysis with one of your ELA, Mathematics, or Middle School lesson plans. Check off boxes that apply and write comments. (Attach your lesson plan).
Kindergarten Writing Lesson Plan:
Type of Lesson: Direct instruction, independent drawing and writing
Standards: K-4.1 Generate ideas for writing by using techniques (participating in conversations
and looking at pictures).
Objectives: The student will draw a scene from a story using illustrations and words/sentence.
Assessment: The student will draw and write in their journal about a story they come up with on
their own. (Looking for a picture and words about their story to make it right/if they complete the activity it is correct)
Materials: Teacher Journal, Student Journals, Markers (for teacher use only), Colored Pencils
(>five colors available per student)
Introduction: The teacher will activate prior student knowledge by talking about the previous
lesson and how they talked about telling stories. TTW inform students that they will be illustrating and writing about a story of their own today. TTW explain that they are working on this in order to improve their ability to communicate their thoughts/stories onto paper and to work on their writing skills.
Procedures:
1. TTW explain her expectations of the students during the lesson. “During the lesson, I want to remind everyone to sit properly on their bottoms with hands to yourself and please raise you hand if you have something to say or to answer a question.”
2. TTW employ “the hook” method from Lemov text, to grasp student attention, by telling a story about her three legged cat, Bandit, being chased around the house by her talking parrot, Paulie.
3. TSW listen to the story and watch the demonstration performed by the teacher.
4. After the story has been told, TTW model carefully finding the next blank page in her journal, write her name and date on the top.
5. While telling her story, TTW draw her story in her journal, by demonstration, creating a detailed, colorful rendition of her story in the teacher journal using markers so that everyone can see, and pausing to ask questions to the class pertaining to her illustration.
6. TTW point out the great amount of detail that is in her journal drawing and remind the students what using detail involves, including using at least five colors and multiple objects.
7. After the teacher has completed the illustration, she will orally sound out the words: Bird chasing cat, asking students to help identify the letter sounds and write them on the line above the illustration.
8. TTW pass out student journals and remind them how to carefully choose the next blank page.
9. TSW collect their journal.
10. TTW instruct students to write their name and date on the top of the page and then begin their illustration/drawing (8 minutes).
11. TSW write find the next blank page in their journal, write their name and date in their journal, followed by drawing a picture of their choosing.
12. TTW turn on some soft music while the students work.
13. TTW circulate to ensure students are on task and assist students needed help, as well as, offer positive reinforcement on their work and progress.
14. After 8 minutes, TTW instruct students to move on from creating their illustration and write their sentence, reminding them of the adults in the room if assistance is needed (8 minutes).
15. TSW write about their picture, asking for assistance, when needed.
16. After 8 minutes, TTW ask students to come back to the rug and allow students who want to share the chance to share their work with the class.
17. TSW share their picture and writing with the class, if they choose.
18. Summary/Closure: TTW restate that they did this activity in order to improve their ability to communicate their thoughts/stories onto paper and to work on their writing skills so that they will become fantastic writers!
19. TSW ask any questions they may have.
20. TTW commend the student work and thank everyone for having the chance to be involved in their writing time.
21. TTW thank students for remembering the proper way to sit and raise hands to be called on.
22. TTW have the students return their journals to the basket and return to the rug.
23. TSW return their writing journals to the basket and return to the rug.
24. TTW inform the students that Ms. Patte has a great math lesson coming up next and to listen for her instructions.
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Comments pertaining to above:
Presentation: Reminded students of goal: to include detail, using a minimum of 5 colors and to use multiple objects. I speak, illustrate, and think aloud while creating my illustration and words while modeling for the students what they are about to do. I remind them of previous lessons that pertain to this new lesson.
Action and Expression: Activated prior knowledge from previous L.A. lesson and explained the reason for the lesson. I help them sound out and spell words when circulating. They are given the options to draw and/or write about what they want.
Engagement: They have the choice to draw and write about what they choose. They draw and write on their own level; there is no right of wrong answer. While circulating, I praise students on their progress and work, as well as, upon completion. They are asked to remain quiet and there is soft music playing. They students have the flexibility to sit where and with whom they like. Some may choose to sit where it is quieter.
Presentation: Reminded students of goal: to include detail, using a minimum of 5 colors and to use multiple objects. I speak, illustrate, and think aloud while creating my illustration and words while modeling for the students what they are about to do. I remind them of previous lessons that pertain to this new lesson.
Action and Expression: Activated prior knowledge from previous L.A. lesson and explained the reason for the lesson. I help them sound out and spell words when circulating. They are given the options to draw and/or write about what they want.
Engagement: They have the choice to draw and write about what they choose. They draw and write on their own level; there is no right of wrong answer. While circulating, I praise students on their progress and work, as well as, upon completion. They are asked to remain quiet and there is soft music playing. They students have the flexibility to sit where and with whom they like. Some may choose to sit where it is quieter.
7. GO TO Page 7: Assessment. Read the entire page and listen to (or read transcripts) to David Rose and Grace Meo. Identify at least three (3) traditional assessments and potential barriers they may present for your class. Then, list alternative assessments that address UDL principles listed below.
Reflect the learning goal
To effectively assess students’ learning, teachers must identify the knowledge or skill they want the students to learn (i.e., the learning goal). For example, Mrs. Chin, a fifth-grade social studies teacher at Sycamore Middle School, wants to measure her students’ knowledge of pilgrims. She is considering assigning an oral presentation about the subject; however, in order to effectively assess her students’ learning, she must first decide whether she is assessing oral presentation skills, knowledge of the early settlers, or both.Allowing students to create a diorama about pilgrims is aligned with the learning goal.
Provide flexible opportunities to demonstrate knowledge or a skill
Because students have different learning needs or preferred learning styles and varied interests, their knowledge should be assessed using their preferred medium or method. This gets at their knowledge of the content instead of their knowledge of how to use a particular medium. For example, Mrs. Chin decides that the learning goal is to gain knowledge about pilgrims. Therefore, in order to assess her students’ learning, she allows them to demonstrate their knowledge in a variety of ways (e.g., oral presentation, diorama, video).For some projects, students could be allowed to create a video to demonstrate their knowledge.
Allow for scaffolds and supports
Once they know the goal, teachers can provide scaffolds to eliminate or reduce barriers that are related to the assessment materials or media. For example, in Mrs. Chin’s class, one student who struggles with spelling would like to demonstrate her knowledge of pilgrims by writing a report. Mrs. Chin allows the student to use a word processor with a spellchecker to correctly spell the words in her paper.Teachers may support students by allowing them to use assistive technology.
Be conducted in an ongoing manner
By using formative assessment, teachers can evaluate student understanding and progress on an ongoing basis. Doing so allows teachers to identify content that their students are having difficulty with as well as the factors that contribute to their struggle, allowing them to adjust their instruction as needed. One way to conduct formative assessments is to use embedded text, evaluations embedded in the materials with which students are working and that provide ongoing monitoring and feedback or allow self-reflection. For example, in some of the reading materials that Mrs. Chin uses with her students, questions such as “Why did the Pilgrims create the Mayflower Compact?” are embedded in the text. Keep in mind that even though teachers might engage in formative assessment, they still often give an assessment at the end of a chapter or unit (i.e., a summative assessment) to assess mastery of the content or skill. 3 Traditional Assessments | 3 Alternative Assessments to Consider for your Content Area |
Worksheet- Student may have reading difficulties or the questions may be presented in a different way than the material was presented. A worksheet does not reflect the learning goal of improving writing skills. | Portfolio of students writing over the course of the unit to monitor the students understanding and progress. This is conducted in an ongoing manner, allows teacher to watch progress and intervene, if necessary, allows them to have freedom in their writing, does not have pressure of worksheet, and reflects improving writing skills. |
Test comes with pressure to perform and does not reflect the learning goal of writing. They do not provide flexible opportunities to express one’s learning. | Oral presentation (oral sharing in Kindergartens case) of student writing allows the student to point and read what they have written to the class. This allows for peer editing for support. Less formal than a test with less pressure. Provides flexible opportunity by just reading or explaining their writing and could even choose who they want to present to. Peers can ask questions and give feedback too. |
Homework may or may not be completed. Also, students may have assistance from parents, friends, or siblings. Some afterschool environment, including home, are not conducive for completing homework. Student lacks support and may not understand what is being asked. | Observation of student work while taking notes can happen without a child knowing. If there is a need for support, teacher can easily comment or offer assistance. This allows child to go at their own pace and write what they would like. Observation is an ongoing process. |
8. 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 | Videos Smartboard slides Color coding words Highlighting text Note cards with words Word wall/alphabet strips Capital letters in red Guided visual imagery exercises |
 Auditory Learners | Digital Storytelling Read books aloud Books on tape Oral explanations Oral descriptions of illustrations Oral brainstorming about what to write about Oral questioning |
 Tactile Learners | Students holding words to create sentences Acting out plays, books, stories Use puppets to tell story Writing with different mediums: markers, glue, puff paint, chalk Arranging sentence strips Sequencing: Cut and glue word/sentences and arrange them correctly |
 Kinesthetic Learners | Trips to library Draw letters, words, sentences out of a hat Dance Sing-a-longs about writing, punctuation, alphabet, grammar, etc |
9. GO TO Page 9 – Implementation Issues. List three (3) potential implementation issues that you may face in your classroom.
3 Possible Implementation Issues – K-Writing |
*Dr. Hay I’m not sure I fully understood what you are looking for here. If these responses are far off base, let me know J* 1. Lack of funding for material/supplies/books. 2.Lack of parental involvement at home with children (ie-not reading/writing with child) 3.Not enough time to help struggling writers and readers in the school day. |
10. GO TO Pages 10 – References. From the list and from resources shared throughout the course, identify at least five resources that you plan to use in the future and explain your rationale for the selection.
Differentiated Instruction Resources & Rationale for Use |
This is a great site that will serve as a quick refresher and go-to guide to differentiation of instruction. It includes how to plan for differentiated instruction, which I am going to need more practice doing. 2. Creating Inclusive Classrooms by Spencer Salend This text covers differentiation as a whole and also breaks it down into specific content areas with great ideas to incorporate in the classroom. I love the learning strategies also. 3.http://www.differentiatedresources.com/ This site contains tone of resources on differentiated instruction including something they call “pieces of learning.” I has lots of differentiation strategies and how they be used in the classroom. 4.http://www.hishelpinschool.com/adaptation/modadapt.html This site clearly explains the difference between and has many examples of accommodations and modifications. I think I will turn to this when my mind is blank of other accommodations and modification that I can try. 5.http://www.lauracandler.com/strategies/spellingvocab.php This site focuses on spelling and vocabulary strategies that can be used for differentiated instruction. I think this will be a great way to engage students at an early age. |
11. GO TO the Assessment and Wrap Up Portions of the Module.
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From the Assessment section, please respond to questions #1 and 2 below.
1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
Universal Design for Learning contains principles that strive to create an engaging and challenging environment for all students. The purpose is to create a good learning environment that works across a wide variety of students and focuses on engaging students with the understanding that all learners are different, so they need learning environments with many options. Also, under UDL, teacher must present information to students in a variety of ways in order to allow options for learning and demonstrating their knowledge. The three principals are representation, action and expression, and engagement. Representation means to present information and content in multiple formats so that all students can assess it. Action and representation means to allow students alternatives to express or demonstrate their learning. Engagement means to stimulate students’ interests and motivation for learning in a variety of ways. The overall way that I have come to see UDL is to create options and give students choices! |
2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?
I think the main thing that teacher should keep in mind when developing goals using UDL, is to make sure that they identify the intent of the learning goal that they wish to create. Once this is accomplished, they can allow students multiple ways to access and demonstrate their learning. Teachers should also remember to not embed the “how” in the goals because that limits the means by which the student can meet the goal. |
From the WRAP UP section, choose a learning style format at the bottom of the page to help you summarize what you have learned about UDL.
I watched the movie with open captioning. The summary reminds us to look at 3 things in order to understand the differences in our students:
1. What does the student know already?
2. What does the student know how to do? What are the skills and strategies that they have?
3. What will engage and motivate the student?
