Reflection
Reflecting on this course I cannot but wonder why I had believed that engaging all learners despite their diversity was possible. In this class, I learned that the UDL principle is a strategy that can be used to differentiate instruction that every student can have access to, demonstrate learning and be successful (Laureate Educ. Inc., 2009). Several strategies, technology tools and materials were learned that makes differentiating instruction easier than I thought. The wealth of resources, tools and collaboration that is available online and several of them are free makes engaging all learners despite their diversity a task that is achievable. I learned that the first step to engaging all learners is to know them, identify the differences and formulate goals that will engage them in learning content at their learning style, interest and readiness (Hall, Strangman and Meyer, 2008). Technology tools and resources offer a way that content, process and product of instruction can be made flexible and differentiated to address the various diversities in the classroom (Meo, 2008). I had an opportunity to plan this type of engaging lesson through one of the assignment in which I made a lesson plan that used the UDL principles to make a differentiated instruction that addressed the diversity in the classroom. I actually used the plan in real life situation in one of my lesson. One rewarding outcome was the change in one student that always spends most of the day in the office. I observed that he works better independently and in a quiet environment. His learning environment was differentiated and to the amazement of everyone including the boy himself, he had the best grade in the assignment. The principal observed my classroom and noted that I had not sent the boy to the office. I was proud to share my class experience with the principal and my colleagues because differentiating instruction is a strategy that worked.
I agree with Tomlinson that differentiating instruction is a way of thinking about how we do what we do in the classroom (Laureate Educ. Inc., 2009). The way I think of engaging all students in my classroom has changed. Each student is unique and do not have to learn the same way. I am never going to expect them to do that again. Differentiating instruction using technology is going to be norm in my classroom hence forth. Differentiating instruction makes students learn and be more successful as they take ownership of their learning and it improves teacher’s self -efficacy. I feel confident about differentiating instruction with technology, this is because the online collaboration we had during the class allowed us a practice of how this can be done and I have discovered it does not have to be expensive or time consuming. The resources pooled together in the social networking group have provided an immeasurable resource bank that can be used to differentiate instruction now and in the future. I know the collaboration group formed will outlive this class as we plan to continue to share experiences and resources.
Reference
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
Laureate Education, Inc. (Producer). (2009). Tomlinson, C. A. (Speaker). Program One. Skills for the Future [Motion Picture]. Introduction to Differentiated Instruction. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Tomlinson, C. A. (Speaker). Program Two. Skills for the Future [Motion Picture]. What is Differentiated Instruction. Baltimore: Author.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30.