UNLV 701 UDL IRIS MODULE 4 Notes

Teachers cand Identify students interests by asking students to:

" Discuss their interests Complete an interest inventory (View sample inventory) Write a journal entry about themselves Participate in classroom ice-breaker activities (View sample activities)

Example of Representation,within UDL

"1.) Provide alternatives for accessing information (e.g., visual, auditory) 2.) Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers)

" Example of Action and Expression within UDL

"1.) Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment) 2.) Provide options for completing assignments using different media (e.g., text, speech, film, music)

Teachers can assess a student's preferred method of learning by:

"Administering an inventory or questionnaire (View sample questions) Observing the student during class.

ULD approach Step 3: Design curriculum

"Once teachers are ready to incorporate UDL principles into their instruction, they should: Examine existing curricular components (i.e., learning goals, instructional materials, instructional methods, and assessments) to identify barriers Use UDL principles to modify learning goals, instructional materials, instructional methods, and assessments Teach the lesson, evaluate student outcomes, and revise as needed"

potential barriers for Text-based materials (textbook/ handouts)

"Requires students to: See Decode and comprehend written text Process visu

" "potential barriers for Image/graphic-based materials (video/ handouts)"

"Requires students to: See Process

UDL Solutions for "20-minute video on archeological finds"

"Show a video with open captioning. Provide an oral description of the images.

What are the instructional approaches and supports (key Stone) to meet the needs of individual students

1. Universal Design for Learning (Foundation- All students) 2. Differentiated Instruction 3. Accomodationas and Modifications, 4. Assistive Technology. (Point of pyramid- Fewest Students ).

three guiding principles for teachers to consider when designing lesson plans.

1.) Representation 2.)Action and Expression 3.)Engagement.

Accommodations:

A service or support that allows a student to access the general education curriculum without changing the content or the expectations; examples include audio books and un-timed tests.

Differentiated Instruction:

An approach in which teachers vary and adapt instruction based on the individual needs of students in the classroom; examples of how to differentiate instruction include flexible grouping and immediate corrective feedback.

Assistive Technology:

Any device or service that aids an individual with disabilities in accessing the general education curriculum; examples include index cards (low-tech) and screen readers (high-tech).

ULD approach Step 5: Educate and involve parents

Because parental involvement has a positive effect on children's school success, parents can be an incredible resource for teachers when they implement UDL. They can: Contact local and district school administrators to advocate for UDL instruction Volunteer in the classroom (e.g., scanning materials, providing technology support) Assist with homework.

why is "Gives bonus points for classroom participation" not a differentiated practice.What can you instead?

Bonus points do not portray a student's knowledge or achievement like assignments do. She could include a bonus question on the tests that pertain to the content just learned.

CAST is an organization that CAST is an organization that

CAST is an organization that primarily conducts research related to Universal Design for Learning.

Because parental involvement has a positive effect on children's school success, parents can be an incredible resource for teachers when they implement UDL. They can:

Contact local and district school administrators to advocate for UDL instruction Volunteer in the classroom (e.g., scanning materials, providing technology support) Assist with homework.

ULD approach Step 4: Obtain administrator support "When implementing any new practice such as UDL, it is important for teachers to gain administrative support. Administrators can give their backing by:

Funding equipment or materials Offering needed professional or in-service training Fostering collaboration between general and special education teachers Providing encouragement and emotional support.

" UDL Solutions for Textbook chapter

In addition to printed text, provide students with the option of accessing the information through digital text. Digital text can be manipulated for easier visual access or can be converted to speech.

" NIMAS

National Instructional Materials Accessibility Standard NIMAS was mandated by IDEA 2004 to address the barriers presented by printed text. This standard defines the type of file that publishers must create so that others may develop specialized formats (such as braille or audio books) for students with print disabilities.

" What are the bennefits to UDL "Additional Materials", specifically "Three-dimensional models of pyramids and mummies"

Provide students with the option of accessing information in a hands-on format to aid tactile and kinesthetic learners as well as students with visual impairments.

Modifications:

Sometimes referred to as adaptations, a change to the general education instructional content or expectations; examples include assigning lower-level reading material and requiring mastery of a few skills instead of the total number that is expected to be mastered at a given grade level.

ULD approach Step 1: Acquire knowledge of UDL practices

Teachers need to learn how to present information and assess students' learning in multiple ways. Though technology typically allows them to do so most efficiently and effectively, teachers need to understand that a number of teaching strategies (e.g., allowing opportunities to practice, providing explicit instructions) and simple physical accommodations (e.g., clearly labeled instructions, written and graphic, on all materials) can make learning accessible to students.

ULD approach Step 2: Move beyond the textbook

Teachers should become aware of the resources (e.g., media tools, Web accessibility, learning software, technology support) available to them through the school, district, or the World Wide Web and catalog this information. Because many of these resources involve integrating technology, teachers may find it necessary to attend a training session or seek out the assistance of a technology specialist.

4. Adaptation.

The student is accurate and fluent in using the skill. He or she also uses the skill in many situations or settings. However, the student is not yet able to modify or adapt the skill to fit novel task-demands or situations. Here the goal is for the student to be able to identify elements of previously learned skills that he or she can adapt to the new demands or situation.

UDL

Universal Design for Learning.

The primary reason for a team to favors UDL is that it

addresses the educational needs of all students: average learners, English learners, students who have received poor instruction in the past, students with learning disabilities, students with sensory and motor challenges, and gifted and talented students, among others.

" UDL can be applied so that

all students can meet the learning goal.

An accommodation provides

different ways for students to access information without changing the goal. You don't lower the standard or you don't change the goal. A student actually would respond to the same goal, but you might provide extended time. That is nothing that would interfere with the achievement of the goal.

A modification is actually a

direct change in either the content or the instructional level of the goal. This, in fact, does put a student on a different track for achieving the same standard that we were expecting all students to achieve.

To meet the needs of the widest range of students, what should teachers consider when planning their instruction?

learning goals are central to the UDL process. Teachers must know what they expect the students to learn before addressing the other curricular components.

Differentiated instruction is a process for

looking at an individual child and determining whether or not the child is succeeding, it's a different framework for thinking about the curriculum and the child but with initial focus on the individual child.

The UDL approach encourages teachers to use materials that are more flexible and that therefore enable them to

present concepts in a variety of ways to better meet the needs of a diverse group of learners.

Once teachers have identified the intent of the learning goal, they can more easily

provide scaffolded instruction and support their students.

UDL encourages Teachers to maximize students' access by using appropriate

scaffolds and supports (e.g., graphic organizers, spellcheckers)

UDL seeks to get to the core of the curriculum,

to design it so that it is a good curriculum for all students from the beginning. Assistive technologies, accommodations, modifications typically come after, as does differentiated instruction.

NIMAS was mandated by IDEA 2004 to enable A single standard

to ensure the creation and distribution of textbooks and other instructional materials in a flexible format (e.g., digital text) that allows students with disabilities to access the core curriculum through a variety of media (e.g., text-to-speech, large font).

What is differentiated instruction?

" framework that teachers use to teach the different learners that they have in their classrooms. Teachers will use a variety of techniques to ensure that all students understand the content and instruction. Content—the knowledge and skills students need to master Process—the activities students use to master the content Product—the method students use to demonstrate learning

" Example of Engagement within UDL

"1.) Provide options that increase the relevance and authenticity of instructional activities (e.g., using money to teach math, culturally significant activities) 2.) Provide options that encourage collaboration and communication (e.g., peer tutoring)

UDL Solutions for Lectures

"Accompany lectures with slides to provide students with the option of accessing the information visually; slides can serve as a scaffold for students who have difficulty identifying key points, taking notes, and processing aural information. Provide students with the option of using graphic organizers for note taking.

Potential solutions to the instructional method of "Students learn content by independently reading their textbook."

"Build or activate background knowledge by 1) asking questions about related experiences during whole-group instruction (e.g., funeral and burial traditions) and 2) preteaching vocabulary prior to assigning the text. In addition to the text, present content utilizing multiple media and formats, such as audio (lecture), images (video), and manipulatives (models).

UDL benefits all students by:

"Meeting the needs of the widest range of students by reducing the number of barriers to learning Providing challenging, salient, and age-appropriate materials to students with a range of abilities Allowing students to learn in accordance with their learning preferences Creating alternative ways for students to both receive and deliver information

" What are the bennefits to UDL "Additional Materials", specifically "websites"

"Offer students the option of accessing the information through digital text. Because digital text is flexible (rather than fixed like printed text), it can be either manipulated for easier visual access or converted to speech. Allow students of different ability levels to work on content that is challenging for them. Embedded information allows students to access additional or background information.

" Potential solutions to the instructional method of "During classroom lecture, the teacher summarizes information in the textbook.."

"Provide multiple examples of important concepts or objects (e.g., burial tombs and the afterlife). Highlight important information by using intonation and by writing important words or concepts on the board. Provide scaffolds and support by supplying an outline with key ideas highlighted to accompany the lecture.

" "potential barriers for Audio-based materials (lectures/ video)"

"Requires students to: Hear Identify key points Process aural information Be physically or cognitively able to take notes

" several "Action and Expression barriers" may prevent all students in the class from achieving the goal "Writing a 500-word report"

"Some students may have difficulty with cursive handwriting. Some students may not be able to effectively organize their thoughts and put them on paper to create a report of this length.

several Representation barriers that may prevent all students in the class from achieving the goal "of printed text"

"Some students with certain visual impairments and certain physical disabilities may have difficulty accessing information. Some students may struggle with decoding text.

Example of the bennefits of digital text within flexible media

"Students can access embedded information that can enhance learning: Hyperlinks to dictionaries, thesauri, etc. Graphics Animation Relevant background information

How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each.

"a. the three characteristics that teachers should find out about their students are their readiness, their interests, and their learning profile. A teacher can learn about readiness by providing a pre-test or use a KWL chart to find out what they already know/don't know. As for their interests a teacher can provide a survey that assesses students' hobbies and interests. Another option could be to have students write an essay about themselves. To get to know their students' learning styles a teacher could simply observe them in class or use a questionnaire addressing their preferred learning style.

preferred modalities basially means

"learning styles" (research does not support the the frase/thory"Learning styles".

It may not be reasonable or possible for teachers to incorporate all three of the UDL principles into every lesson plan. Rather

, they are intended to guide instruction over time.

Stages of Learning

1. Acquisition. 2. Fluency(Proficency). 3. Generalization. 4. Adaptation.

To meet the needs of the widest range of students, what steps should teachers consider when planning their instruction withing UDL?

1. Curricular Components. 2. Goals 3. Instructional Materials 4. Assessment

why is ""Records zeros for missing assignments"" not a differentiated practice. What can you instead?

A zero can really affect students' averages, and in result their grade will not be an accurate representation of what they have done. She could insert a 50 (or failing grade) as a place holder so the student's grade does not plummet as much.

Potential "Additional Instructional Methods" to the instructional method of "The teacher assigns a project related to pyramid construction.."

Allow alternatives for students to express or demonstrate their learning. Have students demonstrate their knowledge of the construction of pyramids using their choice of material (e.g., model, drawing, report). Use a rubric to grade the projects and provide corrective feedback.

Action and Expression

Allowing students alternatives to express or demonstrate their learning Engagement Stimulating students' interests and motivation for learning in a variety of ways.

2. Fluency.

Also call Proficency. The student is able to complete the target skill accurately but works slowly. The goal of this phase is to increase the student's speed of responding (fluency).

UDL was

Developed by researchers at the Center for Applied Special Technology (CAST), Universal Design for Learning Instruction means Teachers deliver content in multiple ways.

why is ""Does not permit students to retake tests they have failed"" not a differentiated practice.What can you instead?"

Does not give students a chance. Allow students to retake a failed test but with constraints (maybe 2 per semester).

why is "Gives a test every Friday" not a differentiated practice.What can you instead?

One week is not enough time to have students to get the proper help they need if they are struggling, for example if the student is struggling with a concept taught on Thursday there will be little time to get help. Instead of testing once a week should could give frequent formative assessments to pinpoint her class' progress and identify struggling students. rather should assess students as needed. Although the teacher may give a written test at the end of the unit, he also provides the students with several options (e.g., written report, model, video) to demonstrate their knowledge.

Potential "Additional Instructional Methods" to the instructional method of "The teacher designates a time for students to work in centers or with a partner to learn more about pyramids...

Present content utilizing multiple media and formats and utilizing flexible grouping. In addition to viewing pyramids in the textbook and in the video, students work in small groups to explore three-dimensional models of pyramids or in pairs to view virtual models of pyramids on the computer.

Representation

Presenting information and course content in multiple formats so that all students can access it.

teachers need to accomplish a number of steps to effectively incorporate the ULD approach into their instruction. What are the steps?

Step 1: Acquire knowledge of UDL practices Step 2: Move beyond the textbook Step 3: Design curriculum Step 4: Obtain administrator support Step 5: Educate and involve parents

Universal Design for Learning Instruction means

Students are active learners who engage and analyze the content to gain understanding.

Universal Design for Learning Instruction means

Students are allowed to demonstrate their skills and knowledge of content using one of several methods. Traditional Instruction includes Teachers typically deliver content one way.

Traditional Instruction includes

Students are passive learners who acquire information through memorizing, practicing, and taking tests.

Traditional Instruction includes

Students' skills and knowledge of content are assessed using one method.

Universal Design for Learning Instruction means

The learning environment encourages students to explore the content based on personal interests, preferences, or abilities.

Traditional Instruction includes

The learning environment encourages students to sit quietly and work on an identical task.

3. Generalization.

The student is accurate and fluent in using the target skill but does not typically use it in different situations or settings. Or the student may confuse the target skill with 'similar' skills. The goal of this phase is to get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and 'similar' skills.

Example of an appropriate UDL Goal:

The students will learn about and present information about the burial customs of ancient Egypt.

why is "Delivers instruction primarily by lecturing" not a differentiated practice. What can you do instead?

This does not appeal to all students she can switch it up and have an open discussion or groups. Different grouping formats (e.g., whole-group, small-group, pairs) are used for instruction. & Instruction provided in multiple ways (e.g., via lecture, modeling, hands-on, visual representations)

why is "Groups students at the beginning of the year based on the previous year's achievement test scores" not a differentiated practice.What can you instead?

This does not assess their current knowledge. A pre-test should be given at the beginning of the new term to reevaluate the students' ability.

the instructional materials and methods that a teacher uses should be tied to the learning goal,

UDL to these components will be discussed separately on the following pages, in practice these components are interconnected.

Potential solutions to the instructional method of "During whole-group instruction, the teacher shows a twenty-minute video on archeological finds and follows it with class discussion..

Utilize flexible grouping. Following the video, meet with small groups to discuss and demonstrate the process involved in an archeological dig using an excavation kit. Provide adjustable levels of challenge and corrective feedback during small-group instruction (students are grouped by ability level). Allow alternatives for students to express or demonstrate their learning by having students create a picture, story, or model to demonstrate what they think they would find if they excavated the school playground.

flexible media is

a format in which the content is separate from the manner in which it is presented.

UDL provides

a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways.

Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

a. Differentiated instruction aims to reach each student whereas traditional instruction addresses the group. b. Traditional classroom instruction is designed to meet middle level learners. Differentiated instruction allows teachers to create lessons that reach all learners with all different skill types. c. In a traditional classroom, the same assignment is given to all students. With differentiated instruction instead of requiring that every student perform the same task in the same way it allows teachers to give students different assignment choices to better fit students' learning styles and interests. d. Summative assessments are often used to assess what students have learned at the end of a chapter in traditional classrooms. However, in classrooms using differentiated instruction, teachers are continuously using formative assessments to find out where students are in their understanding of concepts as well as what they still need to learn or the areas they are struggling.

tier content,

all students complete the same type of activity (e.g., worksheet, report), but the content varies in difficulty. Typically students are divided into three groups based on readiness levels. The activities assigned to the low, middle, and high groups (groups 1, 2, and 3, respectively) differ in terms of complexity.

Even when teachers apply the three principles, some students may need additional support, what is one support teachers can us to accommodate to meet an individual student's needs?

allow the use of a spell checker.

" The final curricular component that a team needs to address using the UDL approach is

assessment.

" How can using the 3 UDL principles, when they design their lesson plans, reduce or eliminate

barriers that may interfere with students' learning or with their ability to demonstrate their learning.

" preferred modalities

can improve engagement and reduce barriers for some students (e.g., those with disabilities, English language learners).

UDL is similar to gym equipment in what ways

challenges are universsal for all kinds of people, where the seat can be adjusted to fit. And the weight can be modified to meet needs.

UDL principles are written in a way so that the goal does not

confound the means that students use to access information or to demonstrate their knowledge.

" Three main instructional elements that teachers can adjust to meet the needs of their learners are

content, process, and product.

three main instructional elements of Differentiated instruction:

content, process, and product.

The most common type of flexible media is

digital text.

At the same time, current law (e.g., No Child Left Behind [NCLB], the Individuals with Disabilities in Education Act, 2004 [IDEA 2004]) and contemporary teaching practices not only expect and encourage education in inclusive settings but they also require

evidence of it.

" traditional materials or media are

fixed.

a teacher must first know the intent of the learning goal he or she wishes to create. Once this is accomplished,

he or she can allow students multiple ways to access and demonstrate their learning.

UDL "Issues with engagement" are addressed in

how students choose to access the content and how they demonstrate their knowledge. Students will complete the assignment in accordance with their learning need or preference (i.e., visual, auditory, tactile, kinesthetic).

rubrics

is an objective set of guidelines that defines the criteria used to score or grade an assignment. It describes the requirements of the assignment and outlines the points the student will receive based on the quality of his or her work. The teacher can give students the rubric in advance to help them to understand the requirements and expectations for the assignment.

When teachers differentiate product, they

offer their students a variety of ways to demonstrate their knowledge.

teachers who differentiate instruction do

ongoing assessment and flexible grouping. equence of common-sense decisions made by teachers with a student-first orientation. Differentiated instruction sequence of common-sense decisions in Differentiated instruction 1.)classroom environment 2.)high-quality curriculum 3.) on-going assesment 4.) tailor my lesson plans based on Formative assesments 5.)manage a classroom in which it's possible for more than one thing at a time to happen What does the environment look like in a Differentiated classroom? creating a classroom environment that invites kids to the table of learning, that encourages them to take the risk of learning, that helps them understand that they need to work hard and shoot high, but also causes them to understand that there's a support system there to help with that. Pupose of high-quality curriculum in a Differentiated Model It engages kids and that we be able as teachers to say at any point here's what kids should know, what they should understand, what they should be able to do as a result of this sequence of learning. In other words, it matters that we have clear learning targets, that they are understanding-focused, that they're clear to us and clear to kids, and that we have organized learning around those in such a way that it makes sense to kids, that it's relevant to them. On going assessment means continue to check to see where kids are constantly, relative to those learning outcomes.Not teach a whole unit then give a test and say, well, gee, some of them got it and some of them didn't. But using preassessment and using formative assessment consistently so that we have a good sense at any particular moment of who's confused, who's behind, who's ahead, and who's missing knowledge. How can you tailor you lesson plans based on Formative assesments? when you monitor the kids using formative assessment, you're likely to find out they aren't all in the same place, and so it becomes instructionally important to say, okay, now, how do I tailor my lesson plans tomorrow or this week so that I can get to kids where they are? When do I need to meet with some kids in small groups and for what purpose? Are there students who need to be using different resources? Is there a different way I can help kids that didn't understand this yesterday try to wrap around it today? Those were his four elements. manage a classroom in which it's possible for more than one thing at a time to happen to help kids be our partners in creating a classroom which allows for flexibility but which also has clear structures that give kids and teachers the stability and predictability that they need. How can a teacher consider the continuum of differentiation? You don't get to a point and say, well, okay, I've finished that. It's always a question of, okay, let me acknowledge what I do and then let me look at some rubrics, some standards, some examples of teachers, some writings, some videos, anything I can look at that can continue to help me stretch and think through what I can do better. The people that I know who are the best with differentiation can explain to you really clearly and articulately how much further that they have to go. differentiation is a continuum; it's not a point Differentiate instruction is based on based on students' readiness level, interests, and learning needs Differentiated instruction is not a single strategy but rather a framework that teachers can use to implement a variety of strategies, many of which are evidence-based. evidence-based strategies include: GATE "Grouping students for instruction (especially students with significant learning problems) Assessing readiness Teaching to the student's zone of proximal development Employing effective classroom management procedures (nmonic: GATE)" differentiated instruction as a whole is yet to be validated by scientific research, However, a growing body of evidence shows that the approach has positive effects on student learning. Research indicated that (McQuarrie, McRae, & Stack-Cutler (2008)Strategies used to differentiate instructional and assessment tasks for students in the classroom were also effective "for English language learners, gifted students, and struggling students " teachers who differentiate instruction often: "Use a variety of instructional approaches Alter assignments to meet the needs of the students Assess students on an ongoing basis to determine their readiness levels Use assessment results to adjust instruction as needed Provide a variety of options for how students can learn and demonstrate their knowledge Strive to make lessons engaging and meaningful Employ different grouping formats for instruction (e.g., whole-class, small groups, independent instruction) and use flexible grouping." "Lilian Katz, Professor Emeritus, College of Education, University of Illinois at Urbana-Champaign said" "When a teacher tries to teach something to the entire class at the same time, "chances are, one-third of the kids already know it, one-third of the kids will get it, and the remaining third won't. So two-thirds of the children are wasting their time." Differentiated Instruction is provided in multiple ways (e.g., via lecture, modeling, hands-on, visual representations) Different grouping formats (e.g., whole-group, small-group, pairs) are used for instruction. Although the teacher may give a written test at the end of the unit, he also provides the students with several options (e.g., written report, model, video) to demonstrate their knowledge. What is the difference between differentiated instruction and Universal Design for Learning (UDL)? Both attempt to maximize the learning of all students by offering multiple ways to learn content or skills and to demonstrate that knowledge. Additionally, both emphasize learning environments that are engaging and utilize ongoing assessments to make adjustments to meet the instructional needs of students. So what is the difference? The difference is in when and how changes are made to address the needs of students. Teachers often have a number of misperceptions about differentiated instruction on is it takes too much time to plan, but the other is it takes too much time in a classroom to differentiate. If you let kids make meaning of stuff in two different ways, or if you let kids make meaning of stuff working alone or working with somebody, or if you let kids making make meaning working independently or working with a teacher, that doesn't take any longer. How does response to intervention (RTI) fit in with differentiated instruction? Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students. Though the two frameworks overlap—differentiated instruction is often provided in an RTI classroom—under RTI, students may receive more intensive levels of instruction than they would normally receive in a differentiated classroom. When does Differentiated Instruction make changed to curriculum? During instruction when the teacher notices the students' needs When does Universal Design for Learning make changes to curriculum? When designing the curriculum During instruction when the teacher notices the students' needs, within a Differentiatied Instruction model, how does the teacher make changes? Makes changes or adjustments to the curriculum Within the Universal Design for Learning Model, How does a teacher make changes? When designing the curriculum, the teaccher builds resources and options into the curriculum "How do adaptations (i.e., accommodations and modifications) fit with differentiated instruction? " Differentiated instruction might not be enough for some students to succeed. Those with disabilities might need additional supports—accommodations or modifications—to learn the concepts and skills being taught. These supports are identified in the student's individual education program (IEP). Differentiated instruction is not a one-size-fits-all approach, but instead should be shaped to meet the needs of students. This does not mean that teachers individually tailor instruction. Rather, they differentiate instruction for groups of students. " differentiating instruction for groups of studentsis challenging for teachers is that students' needs vary: " "Across content areas (e.g., some students excel with math but struggle with reading) Within content areas (e.g., some students excel at addition but struggle with fractions) Across the school year (e.g., at the beginning of the year, some students struggle with reading but improve greatly due to effective instruction)" Because students' needs change frequently, teachers should be familiar with two general principles or strategies of differentiated instruction: ongoing assessment and flexible grouping. Ongoing Assessment Rather than assessing students only at the end of a unit, teachers can use assessments before, during, and after teaching a unit to gather information critical to providing effective instruction. By frequently assessing students' knowledge and skills, teachers can use that information to develop and refine instruction to meet the students' shifting needs. Additionally, by assessing students' interests and learning profile, teachers can design tasks that are engaging, motivating, and accessible. Teachers can assess students in a number of ways. 1.) formal (e.g., a unit test) 2.)informal (e.g., an exit card [View sample]) and can often be conducted quickly. Why should teachers use more than one type of assessment? teachers can get a better understanding of how to teach content or a skill for the diverse group of students in the classroom. Because assessment can provide valuable information about student learning, it should be an integral part of instruction. Teachers should avoid scheduling regular testing days (e.g., tests are routinely given on Fridays) but rather should assess students as needed. To best address the learning needs of all students, teachers should use a variety of grouping methods—whole-group, small-group (usually no more than six students), or peer pairs—in addition to having students work independently. Flexible Grouping If teachers choose to use small groups or pairs in Flexible Grouping, they need to consider whether the groups should be: "Homogeneous—Teachers might group students with similar needs so that they can work with them to focus on specific content or skills. Heterogeneous—Teachers might group students with different learning needs or dissimilar interests. In this way, each student brings unique strengths and knowledge to the group." Homogeneous— Teachers might group students with similar needs so that they can work with them to focus on specific content or skills. Heterogeneous— " Teachers might group students with different learning needs or dissimilar interests. In this way, each student brings unique strengths and knowledge to the group." The teacher should use grouping methods flexibly (i.e., flexible grouping). Instead of belonging to static groups, group membership is fluid or dynamic, changing to meet the different needs of the students. In the generalization stage of learning, skills the student has learned in one situation are applied to different ones Once students have passed through the acquisition stage of learning, teachers work on increasing the learner's speed and accuracy; in other words, their proficiency Some current research supports Piaget's suggestion that diverse learners may benefit from instruction that progresses from " concrete- to pictorial- to abstract- level instruction.

example of multiple means to assess student learning

oral presentations, visual display, skit.

traditional instructional methods are not especially flexible, nor do they provide students with many options for accessing content. For the most part, they promote

passive learning

three student characteristics that teachers should consider when planning instruction:

readiness, interests, and learning profile.

Learning profile

refers to a student's preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student's learning (e.g., small group, bright lights, no distractions). A student's profile can also be influenced by gender and culture. For example, students from cultural backgrounds that value cooperation over competition may perform better in a small group versus working independently.

UDL encourages teachers to use alternate materials or media, such as

scaled models, tactile materials.

passive learning—

students are required to memorize information from the text, lecture, or video.

Differentiated instruction is an approach in which

teachers adjust their curriculum and instruction to maximize the learning of all students.

Most often, but not always, UDL utilizes

technology as a primary method of offering flexible ways for students to access instruction and demonstrate their learning.

traditional media types—

text, audio, and images or graphic.

UDL stipulates

that teachers present information in a variety of ways, allow students options for learning and demonstrating their knowledge, and incorporate practices that maximize student engagement.

Process—

the activities students use to master the content.

Examples of flexible media

the digital text on a computer screen can be manipulated in many different ways (e.g., by increasing the font size, switching on the text to speech feature, highlighting text as it is read) to make it more accessible to more students.

" Content—

the knowledge and skills students need to master.

fixed media types

the media cannot be altered to meet the needs of all students.

Product—

the method students use to demonstrate learning.

instructional methods means

to deliver the content to all learners.

" interest refers to

topics, skills, or activities that pique a student's curiosity or inspire him or her. Teachers can discover their students' interests by determining what topics they enjoy or which activities they engage in outside of class.