Meeting Multiple Learning Needs through UDL and Differentiation - Case Study Example

Meeting Multiple Learning Needs through UDL and Differentiation Universal Design for Learning is an effectivestrategy for addressing the disparities that came about due to the use of conventional learning strategies. The conventional learning strategies in addition to segregating students based on their capabilities and/or special needs, did not have comprehensive means of improving student success in academic work. To this end, this paper has outlined the important objectives of a Mathematics lesson and how UDL strategies coupled with differentiation instruction can be used to make learning more objective and result oriented by nurturing knowledge acquisition and retention, instigating investigative patterns, as well as fostering communication and reflection in learning Mathematics in a diverse school setting. Key words: UDL, differentiation, affective network, strategic network, recognition network Introduction The introduction of Universal Design of Learning, UDL with its guiding principles came about to satisfy the need of an integrated learning capable of accommodating special needs students in the same set up as other students as a means of curtailing the baseless segregation that existed. Complimenting this with differentiated instruction has the potential of creating a learning environment capable of delivering success to all students, regardless of their respective skill level or background. As opposed to the typical curriculum that is solely centered on printed material that fails to accommodate heterogeneous needs of students, the UDL on the other hand is a flexible, responsive curriculum whose key principles as outlined below, allows all students to have access to, partake of and grow in an education curriculum devoid of instruction impediments. Principles of Universal Design of Learning The UDL framework attempts to reduce or eliminate any form of impediments to academic success through a practical and inclusive curriculum design. The initial objective of the design was to include children with disabilities into the conventional learning setup but has so far proven to be effectual in improving the overall performance of all learners. This success is attributable to its integral principles that according to the National Center on Universal Design for Learning (2011) include provision of multiple means of representation, provision of multiple means of action and expression and provision of multiple means of engagement. In relation to planning of instruction delivery, the above-mentioned principles hinge on three conceptual theories or brain networks that help engage students in their own education to greater depths and motivates them to achieve higher levels (Null, 2013). These networks include recognition network through which learners acquire information via their senses e.g. through reading or hearing words, observing images or touching objects. This represents incoming information hence answers the ‘what’ of learning. Teachers therefore incorporate physical teaching aids for the case of observation and touch senses. The second brain network is the strategic network that allows the learner to organize his/her ideas and then draw up a plan to execute tasks based on the said ideas. The learner is thus able to decipher differences in higher-level strategies such as planning, organizing and monitoring progresses. The third network is the affective network that allows the learner to explore and understand the things that they find interesting and/or challenging to them. This approach advances for a multiple of ways in engaging different learners with different interest points. The teacher should therefore be able to identify the nature of students engaged with spontaneity and novelty and those who are freaked by such approaches. Classical UDL with differentiation approach in teaching mathematics The UDL framework not only accommodates diversity in learning but also significantly improves the outcome realized. The approach utilizes the above-mentioned theories in content development and delivery, and enhances, through differentiation, the maximization of success in learning. In light of these concepts, a classical mathematics lesson for a diversified class will have the following objectives achievable through a comprehensive approach here under outlined. The major objective of this lesson, though, is to enable the students to master some of the basic concepts of mathematics and relate them with real life situations. Addressing Brain networks Knowledge and understanding This forms the fundamental objective of learning Mathematics as it is the basis through which leaners explore and develop concepts and excellent problem solving skills. The UDL approach provides diverse means of perception, expression and symbols as well as comprehension of mathematical concepts. Since there is no universal means of action and expression to foster such an understanding, the teacher therefore provides multiple engagement options to the learners. As observed by Rose and Meyer (2002a), this objective is easily achievable with the presence of technology that allows the teacher to construct new and flexible learning materials. For instance, in teaching Geometry, the teacher can provide three-dimensional drawing of the figures for students to view, or carry to class models of the various figures for learners to observe and even touch. This enables the students, as diverse as they are, to identify with real objects in the form of geometric models to enhance their perception of geometric concepts. Communication in mathematics Mathematics provides a universally acceptable and comprehensible language for communicating ideas, reasoning and findings. The UDL approach provides a framework through which leaners can have access to multiple engagement means for understanding and use of mathematical language such as notations and symbols, mathematical representations such as formulae, tables and models, as well as the numerous forms of representations. The use of ICT tools plays an integral role in discovering the use of mathematical formulas, as well as how to derive some expressions, and provides a tool for analyzing mathematical models, tables and graphs (Oldknow, Tailor and Tetlow, 2010). Differentiation in this aspect involves nurturing logical-mathematical intelligence in all students by concentrating on individual affective network to enable each student to develop interest in working with numbers. However, the teacher uses multiple means of representation to communicate these concepts by e.g. elaborating on their uses in class to favor those who grasp concepts efficiently through listening, and providing notes, reference books and cites for further reading and to the advantage of students who learn a lot by reading on their own. As Rose and Meyer (2006b) observe, teachers ought to pay keen attention when multiple intelligences throughout a given learning day so that for instance, students who are comparatively slower in logical-mathematical intelligence can counterbalance this with success in other subjects that require e.g. verbal-linguistic or spatial intelligence, among others. Addressing multiple learning means Investigative patterns Through this, learners are able to experience the excitement and satisfaction that comes with making mathematical discoveries. This adventure encourages learners to become critical thinkers and risk takers. The UDL framework addresses this objective by allowing the provision of diverse means through which learners act and articulate themselves productively. The teacher provides description of concepts as general rules, and the learners carry their own investigation on related problems to analyze the solutions and generate the ensuing relationship patterns (Sparapani, 2013). Since learners differ in their modes of action and expression, the teacher should know his/her students with their unique needs and capabilities in order to understand what each is capable to bring into a given task. For instance, in teaching matrices, the teacher could elaborate on how to determine the inverse of matrices and the procedure of carrying out matrix multiplication, then on espousing on the characteristic of the identity matrix, the teacher can leave it to the students to determine the concept of arriving at it. The learners can then attempt multiple approaches to solving this problem and upon making the discovery of the relationship; they may gain confidence and excitement in working with matrices in order to learn more about them. This enhances the student to plan his/her work extensively before executing any approach, a strategic skill of the brain network. Reflection in mathematics Students should be able to share whatever thoughts they have in their minds regarding certain concepts, with the teacher and with fellow students. Reflecting on the content of the lesson helps the learners to identify their strengths and weaknesses and provides them with an excellent opportunity to understand and appreciate the value and cause of their errors, a practice that motivates them to better learning strategies. According to Rose and Meyer (2006b), this approach allows the teacher to assess the level of comprehension of each student and hence institute objective measures to address any inadequacies and gives the learner an opportunity to express himself/herself in the best way suitable. Further, it allows the teacher to identify the type of engagement applicable and comfortable to every student hence improving the chances of the lesson achieving its objective. In addition to putting into consideration the common elements of content, process and product, the approach employs differentiation instruction to create a mutual and constructive relationship between the study programs and the student’s personal contexts and skills (Sparapani, 2013). This relationship utilizes recognition, affective and strategic networks in identification of weaknesses, motivation towards their improvement and planning on student’s immediate future endeavors. The UDL approach, together with a differentiated instruction delivery offers learners a comprehensive, all-inclusive, result-oriented learning environment that fosters the development of learners especially in a diverse setting. Incorporating multiple leaning means alongside elements that address specific brain networks have by far the potential of providing better results in the learning environment compared to the conventional means of teaching. Further, having a classroom setting with diverse students significantly increase the performance of special need learners as it fosters their self-identity and hence interaction with the community. References National Center on Universal Design for Learning. (2011). UDL guidelines. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Null, R. (2013). Universal Design: Principles and Models. Florida, CRC Press. Oldknow, A. J., Taylor, R., & Tetlow, L. (2010). Teaching mathematics using ICT. London: Continuum International Pub. Group. Rose, D. & Meyer, A. (2002a). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD. Rose, D. & Meyer, A. (2006b). A practical reader in Universal Design for Learning. Harvard Education Press. Cambridge, Massachusetts. Sparapani, E. F. (2013). Differentiated instruction: Content area applications and other considerations for teaching in grades 5-12 in the twenty-first century. University Press of America. Read More