Reflecting on everything I have learned and discussed during the last week, I have come to the conclusion that I have been able to glean a great deal of clarity and understanding about both Universal Design for Learning and Differentiated Instruction. Universal Design for Learning is a research-based instructional framework that seeks to give all students, regardless of their strengths, an equal and fair opportunity to learn. This framework is based on three essential principles: providing students with multiple means of information access, multiple means of action and expression, and providing multiple means of engagement in activities and learning (Laureate Education, Inc., 2010). Differentiated Instruction works along many of the same premises, and is considered a teacher's response to a learner's needs based on student readiness, interest, and learning profile (Laureate Education, Inc., 2010). Understanding both of these frameworks much more clearly now, I can begin to appreciate the importance of knowing and understanding students on a personal and academic level. Using many of the resources that were shared in the Walden University Ning network with help me to understand the learning needs, strengths, and interests of my students. This information is crucial to providing lesson and activity differentiation to provide students with a better opportunity to learn. Specifically, utilizing http://people.usd.edu/~bwjames/tut/learning-style website to help both the students and myself understand their primary Learning Style, will help me to plan for lessons and activities in my classroom. This led me to the greatest aha of this class: the INTENTIONAL FLEXIBILITY. In order to truly serve my students well, I will need to plan for lessons and activities based on their needs, so as to be "intentionally flexible" in classroom. Intentional flexibility refers to striving to provide all of the multiple ways students need to learn. This flexibility requires significant planning as well as time to locate and evaluate resources and technologies. In order to achieve this in my classroom and provide all students with the appropriate method to learn or practice skills and information, I need to change my planning techniques and begin reserving time to inquire about certain technology tools.
Learning to use Ning throughout this class has afforded me the opportunity to see a social networking tool as a fantastic tool that could be utilized as part of a classroom or collaborative project. The potential for students to be able to communicate, collaborate, and display work both synchronously and asynchronously is amazing! The only potential drawback to this technology tool is that it requires users to have a minimum age of 13. In my situation as an elementary teacher, it makes using Ning an impossibility in my classroom.
I have been very excited about all of the great resources that have been shared and discussed. I have been able to identify good resources for identifying student learning styles and modalities, ways to quickly gather information about student interests, both personally and academically. In addition to the multiple sites presented to learn about student strengths, needs, and learning preferences, there were several sites discussed on the Ning network, like http://www.kerpoof.com/teach, http://nlvm.usu.edu/, http://www.readwritethink.org/classroom-resources/student-interactives, http://www.webquest.org/index.php, http://www.audible.com, and http://www.jogtheweb.com. These sites would allow me to use technology, primarily computer technology, to provide my students with content, process, and product differentiation, through interactive whiteboard activities, computer practice, and production of artifacts.
I do not have the most abundant technology situation, but I have some available to me. I can see that by intentionally planning for the differentiation, I can utilize the technology that is in my classroom, as well as other technology that can be found within the building. By collaborating with colleagues, I can access iPods for audio books and podcasts for audio and visual learners. I can also access a projector to utilize online tools with my entire class, augmenting the size and color of text for students. I can use the few computers that are in my classroom to give students to access our classroom blog at least once weekly, through a rotational basis. The biggest obstacle that I see for myself now is how to begin. Transforming my classroom into a fully differentiated classroom with technology integration will not happen overnight. I have set the goal of developing one lesson a week and the technology resources to accompany that lesson. So it now becomes a matter of being patient enough to implement these pieces one at a time, without losing the sense of urgency to press on. After all, the needs of all my students cannot wait; they have waited long enough.
Resources
Laureate Education, Inc. (Producer). (2009). Program five. Universal Design for Learning [Motion picture]. Reaching and Engaging all Learners through Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program eight. What is differentiated instruction? [Motion picture]. Reaching and Engaging all Learners through Technology. Baltimore: Author.
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