Throughout this entire course, this quote has stayed with me. Reflecting on the Universal Design for Learning and Differentiated Instruction, I am a firm believer that “The goal of education is not simply the mastery of knowledge; it is the mastery of learning. Education should help turn novice learners into expert learners-individuals who know how to learn, want to learn, and who in their own highly individual ways, are well prepared for a lifetime of learning,” (www.udlcenter.org). In preparing students for a lifetime of learning, we have learned that we have to reach each student. In doing so, this course has provided a vast variety of resources through our Differentiation Station Social Network that will allow us to open the minds of every eager learner.
Collaboration is an essential tool for educators. Working together during this course, sharing ideas and resources, we were all able to learn from each other. My group was phenomenal! Resources varied from strategies, icebreakers, to tutorials, technology integration, etc. Each provided a gateway to the three principles of UDL, the “what of learning, the how of learning, and the why of learning,” www.udlcenter.org. These resources are used daily in my class to aid in differentiating instruction. This course has taught me that differentiating instruction embraces student diversity and encourages the modification of instruction to support students’ needs, (Walden University, 2009). A teacher’s response is shaped by mindset and guided by general principles. It allows teachers to differentiate content, process, product, affect, and learning environment according to students readiness, interests, and learning styles, (Laureate Education, Inc., 2010)
This course has also taught me that, “our understanding of learning and teaching is constantly reshaped by theory, applied research, and changing media. As our knowledge grows, we know that students do not have one kind of intelligence or one way of learning…they have many,” (Rose & Meyer, 2002). Utilizing surveys, profiles, and evaluations, I am able to design lessons where each child can be successful. I have learned that when students are self-directed and highly motivated, they retain information well and apply it in all aspects of their educational career. Throughout this course, I have monitored and adjusted my teaching, delivery, as well as assessments. In allowing students to present in different ways how they are learning, has increased test scores, student’s motivation level, as well as change my classroom environment. I am grateful for this course as well as the opportunity to see the “other” side of my students, and “I love it!”
In conclusion, I feel as though this class has indeed allowed me to reach and engage all of my learners through UDL, DI, and technology. It has taught me that the overall goal for any teacher is to reach every student they teach. Creating a life-long learner is the key to success, therefore implementing everything I have learned in this course indeed “builds maximum flexibility into my curriculum and provides all of my students the maximum opportunity to learn,” (Laureate Education, Inc., 2010).
Best Wishes To All!
-Farena
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.
National Center On Universal Design for Learning. Retrieved January 18, 2010 from
http://www.udlcenter.org.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Walden University. Course Home Page. Reaching and Engaging All Learners Through
Technology. Retrieved January 4, 2010 from http://sylvan.live.ecollege.com.
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