DQ week 5
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Grand Canyon University *
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200
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Communications
Date
Jan 9, 2024
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docx
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DQ 1
Many have said that Universal Design for Learning (UDL) promotes better teaching practices for
all educators. Discuss whether you agree or disagree with that statement and provide specific
reasons, facts, and real-world examples to support your opinions. In replies to peers, support or
refute the ideas presented using evidence from the study materials and your research.
Good morning Professor Pearlman and class,
Universal Design for Learning (UDL) is an approach that promotes better teaching practices for
all educators because it encourages differentiation to reach all students. The goal of UDL is to
eliminate obstacles to give students every chance to be successful, by being flexible in
instruction and learning materials to help focus on student strengths and helping with their needs
(Morin, 2021). UDL gives teachers the opportunity to teach students how they learn best and
engage students in activities that encourage exploration of the subject matter. Through UDL
teachers use multiple means to teach lessons rather than just standing in front of a classroom
delivering information, students are given opportunities to show what they have learned in
diverse ways, such as, instead of a test at the end of a unit a teacher may give choices of doing
different kinds of presentations to show what the students know (Morin, 2021). UDL gives
students and teachers the opportunity to be creative and use their strengths to their advantage.
“The Every Student Succeeds Act (ESSA) encourages states and districts to use federal funding
to help teachers expand the use of UDL” (Morin, 2021). Our Federal Government has
encouraged the use of UDL in schools because it is advantageous for teachers, learners and the
atmosphere in the classroom when activities are engaging, meaningful and educational.
Thank you,
Holly
Morin, A. (2021). What is Universal Design for Learning (UDL)? Understood.
https://www.understood.org/en/learning-thinking-differences/treatments-
approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-
works.
DQ 2
Using the “Differentiated Instruction: Maximizing the Learning of All Students” and what you
have learned, address the scenario below:
Mr. Green has taught high school Spanish for 10 years. He would like to start differentiating
instruction and needs to make some changes to his current classroom practices, which are
described below:
Good morning professor Pearlman and class,
Mr. Green can start teaching Spanish in a differentiated way to meet all his students needs, here
are some things he can do to meet the needs of all learners.
Delivers instruction primarily by lecturing.
Not all students learn well through just auditory means.
Adding visuals such as a video, PowerPoint presentation or an interactive presentation on
a smartboard or interactive activities for the students to participate during instruction.
Does not permit students to retake tests they have failed.
Not allowing children to learn from their mistakes will hinder their knowledge and
growth in the subject matter.
Mr. Green should allow for a test retake or allow students to make corrections for partial
points.
Mr. Green should look at the students that fail and assess their needs, do they have low
reading comprehension, do they have problems with letter and sound recognition.
Accommodations or alternatives to tests should be made to allow all students to learn,
retain the information and show what they know.
Records zeros for missing assignments.
Student needs and situations in and out of school should be assessed to find the
underlying issue for incomplete homework.
Giving time in class to start homework and ask questions may help alleviate stress and
misunderstanding of the homework.
Giving individual explanations verbally and written may help students understand what
the expectations for the assignments are.
Groups students at the beginning of the year based on the previous year’s achievement test
scores.
Previous year achievement scores may give an idea of the student and their abilities, but
until Mr. Green gets to know the students, their needs and capabilities, the groupings
should be rearranged as needed.
Gives bonus points for classroom participation.
Bonus points should not be given for expected behavior.
Direct and specific praise should be given, so students know what they are doing
correctly.
For students not participating, Mr. Green should assess their comprehension levels and
take time to work with individuals or small groups so he can get a better understanding of
the student comprehension and needs.
Gives a test every Friday.
Teachers should not have a set test day, but schedule tests when the students are ready
and have received all the necessary information (What is differentiated instruction, n.d.).
Sometimes students need more time to process and understand the information.
Having a set test day prohibits the teacher from being fluid in their teaching to
accommodate for children that need more time.
Mr. Green should assess the learning needs of his classes and schedule the tests when all
students have received appropriate instruction time and practice time.
Mr. Green should also vary his assessment methods to allow students to show what they
know in various ways, such as different forms of presentations. Some students have
difficulty reading and processing in their native language, let alone a new language.
Thank you,
Holly
What is differentiated instruction?
IRIS Center. (n.d.).
https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p02/#content.
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