Unit 4: Differentiating Instruction in an Inclusive Classroom Flashcards
(28 cards)
True or False
UDL is for all learners, not just those with exceptionalities.
True
While UDL can be particularly effective for students with exceptionalities, it can help teachers to provide effective instruction for all students from all backgrounds and with different learning styles.
UDL is an instructional framework for challenging, supporting, and engaging learners.
Which options represent the three core principles of UDL? (Choose three.)
a. Multiple means of representation
b. Multiple means of equity
c. Multiple means of engagement
d. Multiple means of action and expression
a. Multiple means of representation
c. Multiple means of engagement
d. Multiple means of action and expression
Multiple means of representation, action and expression, and engagement are the pillars of UDL design. These three core elements of UDL represent the “what,” “how,” and “why” students learn.
The UDL guidelines provide specific elements, aligned to each core UDL principle, that can be used to create engaging learning experiences for all students. Which UDL principle is represented when a teacher minimizes distractions in the classroom and fosters collaboration through community-building?
a. Recognition networks in the brain
b. Multiple means of representation
c. Multiple means of engagement
d. Multiple means of action and expression
c. Multiple means of engagement
These strategies are ways to provide multiple means of engagement, utilizing the brain’s affective, or emotional, networks.
Identify the UDL principal highlighted in each scenario.
Juan has a visual impairment so his teacher makes sure that he has access to all text in large print and access to a tablet so he can adjust the size of the text or listen to text read aloud.
a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression
b. Multiple Means or Representation
This teacher is representing curriculum material in a format that meets Juan’s needs.
Identify the UDL principal highlighted in each scenario.
Li’s class includes learners with ADHD, learning disabilities, and behavioral disorders, so Li makes sure to use multiple types of activities so students can respond in the way that suits their learning style
a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression
c. Multiple Means of Action and Expression
The scenario describes the ways that Li has varied activities so that students can express their knowledge in a way that works for them.
Identify the UDL principal highlighted in each scenario.
Oliver has a mobility impairment and does not walk or use his hands without assistance, so his PE teacher creates a modified version of softball in which he and his classmates can participate together.
a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression
c. Multiple Means of Action and Expression
The teacher has varied the activity so that Oliver can participate along with his classmates.
Identify the UDL principal highlighted in each scenario.
Sara has a behavioral disability and struggles to stay interested in school, so her teacher incorporates information about ballet, her favorite after-school activity, into a math lesson.
a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression
a. Multiple Means of Engagement
The teacher has varied the lesson in order to find a way to engage Sara (and any other learners who enjoy ballet).
Identify the UDL principal highlighted in each scenario.
Mei has a learning disability and cannot read text fluently. The special educator works with her general education teachers to make reading material available in alternative formats such as audio files or videos. These formats work so well that the teachers make them available to the rest of the class as well.
a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression
b. Multiple Means or Representation
In this scenario, information is presented, or represented, in visual, auditory, and multimedia formats.
True or False
UDL relies on placing each student in the correct classroom or setting.
False
The UDL framework emphasizes that the classroom environment must be tailored to the student. Rather than moving or “fixing” students, educators should adapt the classroom environment so that it meets the needs of all learners.
Match each important UDL-related concept with the sentence that best describes its significance.
a. Variability
b. Plasticity
c. Goals
- All Learners are different and instruction should address these differences
- the brain can change and develop over time
- the nervous system responds positively to motivation
a. Variability
1. All Learners are different and instruction should address these differences
- Variability requires that learning experiences be designed to meet the needs of all diverse learners—even when those needs are different.
b. Plasticity
2. the brain can change and develop over time
- Plasticity means that the brain can grow and develop. Well-designed lessons can help that process so that students become skilled and independent learners. As a classroom teacher, you will want to consider how your students’ brains are developing and changing so that you can meet their instructional needs based on where they are at that moment.
c. Goals
3. the nervous system responds positively to motivation
- Having goals improves focus; the brain responds positively to knowing what the goal is and having the support to accomplish it. As a classroom teacher, you will want to ensure that you set clear goals and communicate them to your students so that they are able to remain focused on learning.
You are the classroom teacher for a student with a learning disability who struggles with writing tasks. You want to use the UDL framework to plan a lesson that minimizes barriers for the student and allows the student to be successful. Which of the following decisions best demonstrates the use of multiple means of action and expression?
a. Offer the student an option to listen to readings using headphones.
b. Give the student an option to create a poster based on the reading rather than completing a written test.
c. Provide the student with a choice between challenging and less-challenging reading material.
d. Provide the student a copy of your notes when you lecture to the class.
b. Give the student an option to create a poster based on the reading rather than completing a written test.
This decision demonstrates multiple means of action and expression because the student can select the method of expressing her knowledge that works best for her and does not allow her struggles with writing to get in the way of her demonstrating understanding.
You are a classroom teacher whose class includes a student who has autism spectrum disorder and who is also gifted and talented. You want to make sure your lesson is accessible but also challenging. Which actions are consistent with a UDL-based approach?
a. Have the gifted and talented teacher provide an additional activity the student can do in class and allow the student to present it to the class.
b. Have the special educator work with the student to review basic concepts before the lesson and allow the student to record his answers on video.
c. Encourage all students to complete a multimedia project for extra credit if they cannot complete the assigned activity successfully.
d. Provide notes and flashcards to all students and offer all students a menu of enrichment activities to complete.
d. Provide notes and flashcards to all students and offer all students a menu of enrichment activities to complete.
This approach offers learning supports to all students, not only the student with a disability, and provides all learners choices for enrichment and extra challenge. This approach meets the student’s needs in an inclusive fashion without singling him out.
True or False
UDL can be used in a range of settings, from general education to self-contained special education classrooms.
True
UDL can be especially helpful for teachers in diverse general education classrooms, but it is appropriate for any setting, with any group of learners.
Which of the following are important elements to consider in the UDL-based lesson-planning process?
a. Goals, lesson length, availability of copies
b. Barriers to learning, internet access, parent involvement
c. Goals, student needs, collaboration from other teachers
d. Goals, barriers to learning, student traits
d. Goals, barriers to learning, student traits
Any UDL lesson should be based on the goals students need to achieve, should seek to minimize barriers to learning, and should be aligned to the strengths and needs of that group of students.
True or False
Providing dictionaries, calculators, and memory aids can be a useful UDL strategy for students with exceptionalities.
True
Providing support with memory-based or fluency-based tasks such as spelling and computation can free students up to focus on higher-order thinking tasks.
True or False
Accommodations are not part of a UDL lesson because they are not available to all students.
False
Accommodations can be included in UDL-based lessons. They can be made available to all learners when appropriate, such as when teachers allow all students to use a laptop or calculator, or they can be provided to individual students within the context of an inclusive lesson.
What are the four ways teachers can differentiate classroom elements?
- Content – what the student needs to learn or how the student will get access to the information;
- Process – activities in which the student engages in order to make sense of or master the content;
- Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
- Learning environment – the way the classroom works and feels.
True or False
Differentiation is a framework that can help teachers to distinguish, or differentiate, between students working on grade level and students working below grade level.
False
Differentiation is not an assessment process, although good teaching always involves thoughtful assessment of students’ needs. Rather, differentiation helps teachers to tailor, or differentiate, lessons to the needs of their learners.
Which of the following elements of a lesson can teachers differentiate to meet the needs of their students?
a. Content, process, product, benchmarks
b. Content, process, product, environment
c. Content, environment, goals, assessments
d. Process, product, placement, goals
b. Content, process, product, environment
Teachers can differentiate, or modify, content, process, product, or the environment.
Teachers often use differentiation to create a range of student activities that meet students’ different backgrounds, interests, or needs. For example, in one lesson, students might show their learning by participating in a discussion, writing a paragraph, or recording themselves acting out a concept. Differentiating student activities in a lesson is an example of differentiating _________
a. Process
b. Product
c. Content
a. Process
Students can choose the activities that help them learn the content best, allowing each student to use a different process to master the material.
A student with an emotional or behavioral disability, who has difficulty completing lengthy activities or remaining focused on tasks, might benefit from differentiated instruction because the
a. student could demonstrate knowledge in the way that works best for them.
b. student could pass the class and would not pass with traditional instruction.
c. student could complete less work and experience less stress.
d. student behavior would be less disruptive for peers.
a. student could demonstrate knowledge in the way that works best for them.
Differentiating process, product, content, or environment would allow the student to show her mastery of the material given her unique learning needs.
True or False
Differentiation can be helpful for students with and without individualized education plans.
True
As with UDL, differentiation is often particularly powerful for students with IEPs or 504 plans, or students who are ELs. But teachers can differentiate for any learner, even those who do not have specialized learning needs.
True or False
When deciding whether to use differentiation or UDL, teachers should select and use the framework most appropriate for their students’ learning needs.
False
Teachers can use both differentiation and UDL simultaneously; there is no need to choose one or the other.
Teachers can differentiate elements of instruction (content, process, product, and environment) according to a student’s readiness, learning needs, and interests. Match each statement to the type of differentiation represented.
A teacher notices one of his students arrived in the school system late last year. He provides additional review sheets, notes, and resources during independent work in case the student needs refreshers or did not learn the same material as his peers last year.
a. Differentiating Environment
b. Differentiating Content
c. Differentiating Product
b. Differentiating Content
This teacher modified the content available to the student based on the student’s level of knowledge and readiness.
