UDL, Differentiation, Information Processing

UDL (Goal, use in classroom)

Goal: eliminate unnecessary barriers to learning in order to increase student achievement

Use in Classroom: designing things that can benefit all students. Thinking about all students. How can this benefit more than just one person

Differentiation (Goal, Use in Classroom)

Goal: To honor each student’s individual learning needs and maximize their capacity while developing a dependable community of learners. It seeks to provide "equity of access to excellent learning opportunities".

Use in Classroom: Differentiation Examples: learning/interest centers, graphic organizers, scaffolded reading/writing, intelligence preferences, tired assignment, learning contracts, menus, tic-tac-toe, complex instruction, independent projects, expression options, small group instruction.

Who is the guru for differentiation?

Carol Ann Tomlinson

What are three things that can be differentiated in a lesson? What are examples for each?

Content, Process, Learning Profile. According to the students: Readiness, Interests and Learning Profile.

Content: Providing access to sources at varied levels of complexity, in different media (video vs. text), or in multiple languages.

Process: Using graphic organizers, tiered tasks, or mini-workshops to help students "make sense" of ideas at different levels of challenge.

Product: Offering student choice in how to demonstrate mastery, such as creating a comic strip versus a formal report, and using flexible timelines

What are the 3 Pillars of Differentiation?

Philosophy- The Philosophy pillar centers on the foundational mindset of the educator. It involves viewing student diversity as a valuable asset rather than a hurdle. Teachers operating under this philosophy believe in the academic potential of every student, take personal responsibility for maximizing individual progress, and work actively to remove barriers that prevent equal access to educational excellence

Principles- The Principles pillar provides the operational framework for the classroom. It emphasizes creating a learning environment that sparks growth and is built upon a high-quality curriculum. Key to this pillar is the continuous use of assessment to guide teaching decisions, allowing the instructor to tailor lessons to specific student needs and maintain a flexible approach to classroom management

Practices- The Practices pillar consists of the specific instructional actions used in the classroom. This includes proactive planning that accounts for differences in student readiness, interests, and learning profiles. It focuses on "teaching up"—maintaining high expectations for all—while using respectful tasks and flexible grouping to ensure that instruction is responsive to both the nature of the content and the needs of the students

What is the “other” DI in instruction?

Direct Instruction

What is the Gradual Release of Responsibility? Which section of the lesson plan does it fall into? Why is it important?

I do, we do, you do

instructional delivery- guided practice- individual assessment

It builds student agency and confidence, ensuring students "unlock the significance" of content themselves rather than being "over-taught". It allows for "productive struggle," which deepens learning

How does UDL and Differentiation support all learners in the classroom?

They support all learners by acknowledging that "kids differ" and providing the scaffolding (like "hint cards," word walls, or peer collaboration) necessary for every student to access high-quality, "deep" learning experiences. These approaches ensure the classroom is an "invitational learning environment" that honors students intellectually, affectively, and socially, turning the classroom into a "talent incubator" for every child

List the 4 C’s

Collaboration, communication, critical thinking (seat belts, handicap-accessible), creativity

How does understanding brain function help you as a teacher?

It allows educators to adjust teaching to the "new brain" of today's students, who are acclimated to high stimulation. Understanding the connection between emotions and memory (the limbic system) helps teachers create better climates for long-term retention

What are Windows of Opportunity and why is it important for educators to understand?

Critical periods. These are periods when the young brain is highly susceptible to environmental input (plasticity) to create or stabilize neural networks (e.g., spoken language, emotional control). It is important because while learning can occur later, skills practiced during these windows are learned masterfully

What do we do to encourage novelty in the classroom?

Humor to improve climate.

Movement to recirculate blood and oxygen to the brain.

Multisensory instruction (visuals, technology, and discussion).

Quiz games and Music

7 Environmental Factors Impacting the Growing Brain

Family

More time indoors

Surrounded by media with few controls

Many information sources outside of school

Media allow multi tasking but divides attention

Search for stimulation

Diet and nutrition

information processing model (what did sousa add, what are the limitation

Sousa added self-concept and past experiences

What is the role of the 5 senses/external stimuli in information processing?

The five senses are the major receptors of external stimuli used by the brain to acquire information and skills.

Students must feel _____ _____ and ________ ______ before they can focus on the curriculum

physically safe, emotionally secure