Differentiated Instruction and Universal Design for Learning - Essay Example

Differentiated Instruction and Universal Design for Learning Today, when being a teacher is truly a challenge in the conditions of extremely versatile schools, new approaches to pedagogy are in need that will help students “to learn how to learn”. My goal in this paper is to explore two approaches to learning: Differentiated Instruction and Universal Design for Learning. Differentiated instruction refers to an instructional theory which enables teachers to enhance learning through engaging students in activities that best respond to their needs, preferences, as well as strengths (Heacox, p.1). This theory allows teachers structure classroom environments to address various abilities, learning styles, as well as interests in the classroom. In her book “Differentiated Instruction: A Guide for Middle and High School Teachers”, Amy Benjamin defines differentiated instruction as a “broad term that refers to a variety of classroom practices that accommodate differences in students’, learning styles, interests, prior knowledge, socialization needs, and comfort zones” (Benjamin, p. 1). The author explains that differentiated instruction is about a balance between the learning content and expected competencies and stresses the necessity of pedagogical options that would maximize learning. The latter primarily aims at teaching students how to learn meaningfully. Having defined the goals of differentiated instruction, Heacox mentions them as 1) To develop tasks both challenging and engaging, tailored individually for each learner 2) To develop activities of instruction that will be grounded on essential concepts and themes 3) To provide an effective approach to learning content, instruction, and products 4) To effectively provide opportunities for young learners to works in various instructional formats 5) To finally meet the standards of curriculum, as well as requirements for every teacher. 6) To set up learner-responsive as well as teacher-facilitated classrooms Heacox (1). Let us now discuss how differentiated instruction works within a classroom. In her article “Differentiating Instruction: Meeting Students Where They Are” Jennipher Willoughby observes that differentiated instruction is grounded on the idea that students will learn better if they try to make connections between what they learn in the curriculum and a variety of their interests and experiences. To add, it suggests that the most effective learning takes place when learners are pushed a bit beyond the limits of the area they can handle without assistance. Importantly, this point is different for learners who keep working below grade level and those students who are talented in particular area (Willoughby, n.d.). Put simply, rather than employ the teaching-to-the-middle approach which means arranging a single avenue for everyone in a class, educators experienced in differentiated instruction match activities, tasks, and assessments to learners’ interests, preferences in learning, and abilities (See Table 1). (Adapted from Willoughby, n.d. [online]) To lay the foundations of differentiated instruction one has to spend much time planning, as well as display commitment and understanding of the fact that students’ learning is influenced greatly by a variety of abilities, interests and personal experiences (Benjamin, p.6). Generally, a three-step structure has been recommended for a start: 1) getting to know learners; 2) singling out those areas of curriculum that can easily be adapted to the new approach; 3) exploring the role of a teacher in the environs of a differentiated classroom (Willoughby, n.d.). Just as differentiated instruction is perceived as a special way of thinking about the processes of teaching and learning, it is also recognized a collection of strategies which help teachers better handle the variety of needs within a classroom (Heacox, p. 1). Today four basic strategies have been employed to differentiate instruction. To specify, it is suggested that differentiated instruction can take place in the content, process, product, or environment. Differentiating the Content suggests that learners are pre-tested in order to help the teacher identify those who do not require instruction. These students are then given assignments based on applying their skills to solving the suggested problems. One more way to differentiate content is to allow apt learners work ahead and cover some contents quicker than their classmates. Differentiating the Process is about varying activities to offer relevant methods for learners to explore suggested concepts. To illustrate, students may be encouraged to utilize diagrams, maps, charts, or graphic organizers to show how well they comprehend the concepts. As for Differentiating the Product, this strategy is based on varying the product’s complexity. It suggests offering learners a choice of projects reflecting various learning styles, as well as students’ interests. Differentiating by Manipulating the Classroom Environment means accommodating changes in the environment, e.g. sound, visual distracters, or seating arrangement (Dunn & Dunn, 1984). In summary, differentiated instruction helps all students to be successful in their learning through teachers’ keeping in mind the ideas “No two children are alike”, “No two children learn in the identical way”, “An enriched environment for one student is not necessarily enriched for another”, “In the classroom we should teach children to think for themselves” (Marian Diamond quoted in “Differentiating Instruction”). Let us now explore the concept of Universal Design for Learning (UDL). This is a new approach in modern pedagogy that aims to respond to the educational challenges teachers face today. It has been recognized that the principal practical premise of this approach is that a study curriculum ought to include alternative options to make it accessible and pertinent for children with different backgrounds, abilities/disabilities, as well as learning styles in the learning contexts that are widely varied (CAST, 2011). This idea is based on the very understanding of Universal Design for Learning as “a method often utilized (…) for creating multiple pathways for student learning” (Heacox & Wormeli, p. 155). It is rooted in the architectural concept of Universal Design that suggests accessibility for everyone (Pisha & Coyne, 2001, p. 197). Universal Design for Learning encourages educators to consider their students’ needs first so that they can for them from the very beginning instead of adjusting these plans later in order to address a variety of needs, preferences, and interests. To better understand the nature of UDL, one may refer to the observation by Heacox & Wormeli who think that “UDL directly reflects the strategies utilized in differentiated instruction” (Heacox & Wormeli, p. 156). Indeed, responding above all to the needs of struggling learners, this approach utilizes a number of instructional methods (in other words, it differentiates process), offers multiple ways for students to display their learning (in other words, differentiating product), and offers opportunities for learners to engage in their unique interests (in other words, offering students a kind of choice in these three areas) (Heacox & Wormeli, p. 156). To sum up, the methods of instruction explored in this paper have been closely intertwined. Both of them allow increasing learning productivity and enhancing students’ knowledge. References 1. Benjamin, A. (2002) Differentiated instruction: a guide for middle and high school teachers. Eye on Education. 2. CAST (2011) “What is Universal Design for Learning?” CAST. Teaching Every Student. Retrieved on November 29, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm. 3. Dunn, R. and Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company. 4. Heacox, D. (2002) Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3-12. Free Spirit Publishing. 5. Heacox, D. and Wormeli, R. (2009) Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms. Free Spirit Publishing. 6. N.a. (2004) “Differentiating Instruction”. Enhance Learning with Technology. Enhancelearning.ca. Retrieved on November 29, 2011 from http://members.shaw.ca/priscillatheroux/differentiating.html. 7. Smith, F. (2007) Perceptions of universal design for learning (UDL) in college classrooms.Pro-Quest. 8. Willoughby, J. (2011) “Differentiating Instruction: Meeting Students Where They Are”. Teaching Today. Retrieved on November 29, 2011 from http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml. Read More