Wednesday, April 23, 2014

UDL and Differentiation: The "what", "how", and "why" of learning

In trying to understand the dynamic relationship between Universal Design for Learning (UDL) and Differentiation, it helps to first understand how the brain works. In keeping with the multidimensional approach of differentiation, the CAST website provides visual diagrams of the "three primary brain networks", showing the "what" (fact-gathering), "how" (organizing and expressing ideas), and "why" (engagement and motivation) of learning.

Meeting the needs of our increasingly diverse student bodies, teachers must consider the following:

How to present new information:

Prezi Presentation

Tapping into students' prior knowledge:

Present.me PowerPoint

Implementing strategies to engage and motivate students:


I would like to close my response with links to Edutopia videos highlighting schools and teachers who bring authentic learning experiences to their students:

From Worms to Wall Street: Projects Prompt Active, Authentic Learning

Keeping it Relevant and "Authentic"

I look forward to our class discussions on UDL and Differentiation!


References

CAST. (n.d.). About universal design learning. Retrieved from 

       http://www.cast.org/udl
Edutopia.org (2014). The George Lucas Educational Foundation. Retrieved from 
       http://www.edutopia.org/ 
Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction 

       and implications for udl implementation. Retrieved from

       http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf

Waterman, T. (n.d.). Differentiation and technology. Retrieved from








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