UDL and Differentiated Instruction

Universal design for learning 

Teachers can implement Universal Design for Learning (ULD)  by presenting information in diverse ways, including using various formats, offering choices and engagement options, allowing for flexible assessments, integrating technology, and providing tools and supports to cater to the diverse needs, preferences, and abilities of all learners.

UDL Framework, («UDL: The UDL guidelines», s. f.)⮹

• Engagement: some keywords that can define this stage are students´ agency and opportunity to choose tasks, rewards, goals, and assessment devices among the authentic options the teacher will offer in a safe classroom. 

• Representation: in this stage, designing tools and activities with perceptible information for all students may promote a clear message in classes and scaffolding activities for students.

• Action and expression: then, this section allows all students to externalize their understanding amomg the diverse students in the classroom and it leads to planning tailor-made production activities to provide different modalities of expression and to foster executive functions. 

UDL class discussion 

Following UDL, we figure out how, with multimedia, we can increase the quality of our assignments, foster their purposes and give students the opportunity to question their learning process in an inclusive and accessible class for everyone. Here are some aspects that are deciding factors and provide guidance when planning a lesson in a diverse context with diverse students. 

Differentiated Instruction 

According to Sousa and Tomlinson (2011) there are 5 principles for differentiated learning:

1. Respect: Every student has the same access and engaging experience.

2. Critical thinking challenges students to be more engaged in class. Everyone is smart and capable.

3. Flexible grouping: creating categories in groups makes them rotate when they need it.

4. Ongoing assessment: in order to have a better picture of their group's progress and act on difficulties or reinforce strengths.

5. Learning environment: teamwork, empathy, and trust.

Reference

 

Sousa D.  Tomlinson, A. (2011). Differentiation and the Brain: How Neuroscience Supports a Learner-Friendly Classroom. Bloomington, Indiana : Solution Tree Press

UDL: The UDL guidelines. (s. f.). Retrieved from: https://udlguidelines.cast.org/