Você está na página 1de 2

Universal Design for Learning Applications As you read case samples of the Universal Design for Learning, what

stood out in your mind? What successes or challenges did the instructors have in designing their curriculum? Are there any applications you can make to your own setting? Post your response and respond to at least two of your classmates.

The UDL sample that stood out in my mind is how in-depth a Lesson plan can get. For example the Algebra lesson plan for Rosa and her classmates wanted to first get to know their students. To me this is a very important first step since it could determine how well your students learn throughout the class. Through this UDL lesson plan the teachers found out how majority of the students liked to learn. Also, another thing that stood out to me was the finding out if any students needed any assistive technology in order to be successful in their class. Many students could go school year round failing because they need something as simple as glasses. The UDL help teachers understand their students strengths, their cultural backgrounds, and their learning style. I would love to add the pause and reflect about specific students who seem to be struggling more than others. In this we can learn about a students history, what their dreams are, what types of gifts that student may have, what they are afraid of, and what they need to do to realize their dreams.

Professional Development As you reflect on your readings, what is the role of professional development in designing differentiated instruction? What challenges do you see in defining a staff development program in differentiated instruction? Have you had any experiences in designing staff development in differentiated instruction? Post your response and respond to at least two of your classmates. The role of professional development in designing differentiated instruction is to train and provide as much information to help support the knowledge teachers would gain. A professional development plan in designing differentiated instructions helps teachers lay out the foundations to how they want to teach. For example, Ms. Griffith and Ms. Lang both approach their principal and told him they wanted to acquire greater skills in co-teaching and differentiation of instruction (Thousand, Villa, Nevins, 2007, p.186). The principal took their wants into consideration and sent them into additional training sessions on co-teaching, UDL, and differentiated instructions. He also established a professional support group on their campus so that if any other teacher were interested in the new learning could found out more about it.

The only challenges I see is if your principal is not ready for change, and only want teachers to teacher in the traditional way. It is hard trying to get other to change the way they do and see things, and this may be the biggest challenge. I have never experienced a staff that was in the process of designing a staff development differentiated instruction. The staff I joined curriculum was already design from a differentiated instruction. I had a hard time keeping up at first because I was not used to it, but there were workshops that we shared with many other teachers in the area that I have attended. It is also one of the reasons why I decided to back to school for an education degree.