Reflection
One of the most immediate adjustments I could make in my classroom to customize instruction with the use of technology would be to access some of the tools presented at the UDL and CAST websites. These resources have presented valuable insight on customizing classroom instruction especially for the diverse learners (CAST, 2008).
My classroom of students may not consist of some of the extreme cases of diversity such as students with physical disabilities but there are students in my classroom who come with uniqueness in their “thinking patterns” as described in our resource about brain research and its impact on learning. For example, a specialized function of the learning brain is the strategic network which processes how an individual plans and executes an action. (CAST, 2008). As a teacher I realize how much I would want to be mindful of this strategic process to better understand and support students in their learning. When it comes to students demonstrating or presenting what they have learned students achieve best when they can access the information, understand it and present it when my curriculum is flexible to meeting the needs of all learners. Salend (2009) affirmed that the use of technology will give students choices in how they access and understand information in multiple ways.
I would also concern myself about understanding my students’ learning preferences, interest and styles and connecting them to my content.) . Utilizing ongoing assessments such as formative and pre-assessments in the beginning of a new unit or lesson would help to understand where students are in relationship to the knowledge and skills. Then I can adjust my instruction as suggested in the principles of DI to meet the needs of all students according to students’ learning preferences.
Most important to my instructional practice is creating a successful learning experience that challenges and supports each learner and adjusting my method and materials as the learner needs. Flexibility is a principle encouraged by UDL and DI which I expect to apply in my classroom instruction while teaching my content to diverse learners to assist them in multiple ways to access and comprehend the content. (Laureate, 2009). The availability of technology tools will assist in creating a flexible environment. Smith and Throne (2007) suggested that technology can help students to retrieve information, gives students some control or be more responsible for their own learning and is a tool to differentiate by students’ interest, readiness and learning profile. I will technology with more of intentional purposes for addressing the needs of the diverse learners.
As I reflect on my present practices and how they impact the diverse learners in my classroom it is clear that I can enhance the support given to all learners as I consider taking small steps and not panicking about the time consumption to implement the principles of UDL and DI. My confidence in teaching the diverse learners in my classroom has inspired from accessing the resources presented from UDL and DI. It is important for me to keep in mind that differentiating instruction is not about labeling students but knowing each student is unique with various abilities and qualities and that my classroom of students is a typical classroom representing a range of diverse learners (Meo, 2008).
References
Center for Applied Special Technology. (2010). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Tomlinson, C. (Speakers). What is differentiated instruction? [Motion Picture]. Baltimore: Author.
Tomlinson, C. (2008). Learning to love assessment. Educational Leadership, 65(4), 8–13.
Tomlinson, C. (2009). Learning profiles and achievement. School Administrator. 66(2), 28–33.
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