EDUC-6716I-1 Reaching and Engaging All Learners Through Technology.

EDUC-6716I-1 Reaching and Engaging All Learners Through Technology.

Instructor Dr. Jacqueline Derby

For the past eight weeks I have been studying not only the Universal Design for Learning Framework (UDL) and Differentiated Instruction Strategies (DI), but also how technology can be a beneficial tool in both instructional best practices. I am very familiar with Carol Ann Tomlinson work. I would advise others interested in not only differentiated instruction but those looking for an effective way to reach and teach all your students, to read what Tomlinson has written on the subject.

This course allowed me to see videos of Tomlinson’s ideas and thoughts on Differentiated Instruction Theory and Practices. In doing so, I have gained further depth to my knowledge on the subject. Tomlinson’s premise is that DI is not a bunch of strategies but is a philosophy of teaching. She suggests that teachers re-evaluate why they are teaching (Laureate, 2009), to dispense information or to help children gain knowledge and grow as human beings. Tomlinson firmly believes the first step to differentiate is to know your students in a meaningful way so that they can be assisted in finding education success.

I have taken part in a social networking program on Ning called Differentiation Station (DS). I collaborated with a group of peers on the Ning network at http://waldenmastertechstudents.ning.com/ ; I joined fellow classmates in researching the implementation of Universal Design for Learning and Differentiated Instruction along with the integration of technology into our classrooms. During our time of sharing I acquired many useful sites to add to my toolbox of strategies and ideas in carrying out the principals of DI and UDL. Some of which are, “differentiating learning by readiness, interest, and learning profile” (Laureate, 2009). Carol Ann Tomlinson suggests that knowing students in a meaningful way helps teachers find the best ways to assist a student in becoming successful in the learning process.

Some technology tools that I located and found the useful in helping in implementing Differentiated Instruction:

1. http://daretodifferentiate.wikispaces.com/Knowing+the+Learner , this site has an extensive list of links to help in the development of DI. It contains learning style inventories, leaning profile surveys, multiple intelligence surveys, and other resources for getting to know your learners.

2. Survey Pirate http://www.surveypirate.com is another great site where you can build your own student surveys that reflect your personal content area.

3. http://www.everythingdi.net/ this site is hosted by Grace Smith and Stephanie Throne from our course DVDs. It provides information and resources for differentiating instruction including the use of technology.

4. http://www.help4teachers.com/index.htm has everything you need to get started layering your curriculum. Kathy Nunley is well known for her work on Layered Curriculum. Layered Curriculum is a fun and effective student-centered teaching method. This 3-layer model of differentiated instruction encourages complex thinking and holds students highly accountable for their learning.

As I continue to integrate DI into my classroom lesson plans the Universal Design for Learning provides the framework needed for successful implementation. Every educator must assist students in being successful in the learning environment. Differentiated Instruction will help with this endeavor. A word of caution, don’t dive in head first as Tomlinson suggests, start slow, “It is better to do a few things well. Set goals for yourself, and stick with them, but make sure they are reasonable goals” (Tomlinson, 1999).

Next school year I will continue on my path using Differentiated Instruction in my classroom attempting to meet the needs of my students. I will also set the goal of sharing my knowledge of UDL and DI with my fellow teachers. I will share how to get to know your students through surveys and inventories, how to use the information to help guide the instruction hoping to insure that students will be getting what they need to be successful in the learning environment.

References:

Laureat Education, Inc. (Executive Producer). (2009). Differentiating Instructional Elements. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision& Curriculum Development