Universal Design and Differentiated Instruction

Reflection

Indeed this course was very informative as it emphasized the need for organization and assessment strategies to identify learning styles in our students.

Once I have identified how students in my class learn I am better able to structure and design lessons to meet their individual and group needs. Without the learning style inventory it is possible to plan learning strategies, but it would not be as effective as knowing the processes that students are more likely to absorb so that we can capitalize on this.

By differentiating learning and using the principles of universal design in my lessons will help to increase the desire of students to learn. I believe that the use of social networking sites would be an advantage to students as they are used to facebook and myspace, but I am not sure that they have been properly taught to use these sites ethically. Incorporating these sites in the mainstream of the lesson would be a great way to get those who do not speak out in class to express themselves or to teach them to be ethical in the use of web resources. Social networking sites can also be used to have students communicate with experts in different fields, as they proceed through their projects, or to communicate with their peers in or out of state.

To better implement UDL and DI practices into my curriculum I will need to relate my lessons to the web 2.0 tools and be ready to have students practice using whatever tool is at my disposal. The web also has a lot of resources that can be implemented as well so I can use these resources to help guide the learning process of my students. But in every endeavor care, knowledge of content and effective use of technology to convey different aspects of learning will go a long way to engage and “hook” students into learning.

I am still searching for new ways to integrate technology into the teaching of algebra and geometry so that I can tap into the technological age in which my students are growing up. It is unrealistic of me to expect them to come and sit in school for 7 hours and be stimulated to learn using only the pencil and paper method, when they are into iPods, texting, and video games. In order not to frustrate the students or frustrate myself, it is imperative that I design lessons that create those brain connections that stimulate learning, thus tapping into the UDL and DI strategies.

My long-term goals then would center on developing UDL and DI strategies using concept maps, Voice Threads, and Wikis to enhance learning in mathematics. By getting the students involved in social networking sites, it will also help improve their social skills as we temper it with ethical principles and practices. In the fall of 2011, I hope that I will have an interactive white board in my mathematics classroom. My plans for the summer is to design activities (centered around math concepts and using as many web 2.0 tools), that will result in the students interacting with the white board and not just seeing the white board as a teaching tool but as a learning tool (Laureate Education, 2008).

Refernces

Laureate Education, I. (2008). Technology: Instructional tool vs. learning tool (DVD) Bridging learning theory, instruction and technology. Baltimore: Dr. Michael Orey.