Week 3 Learning for All (UDL, DI)

Shih- han Sun
Sep 18, 2018
4 min read

Read the front matter and chapters 2, 3, and 4 of Learning for All http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html

After reading the shared beliefs that guide the Learning for All document, what are some general thoughts and/or questions that immediately come to mind? Why? Seems all the policies are made from ministry, board, school level but doesn't seem include parents and special needs councils, I remember those councils have to fight for the rights and it seems take very long time to come to agreement since the policies are made from non-special needs individuals. Also after all the IEP being developed how do teacher make sure the plan can be changed in timely manner.
How are UDL and DI related? How are they different? UDL and differentiated instruction enable educators to respond effectively to the strengths and needs of all students. UDL provides teachers with broad principles for planning instruction and designing learning environments for a diverse group of students,whereas differentiated instruction allows them to address specific skills and difficulties(Raynal & Rieunier, 1998).The two approaches overlap, sharing certain goals and strategies,such as providing a range of instructional strategies, resources, learning tasks, and assessment tools in order to meet the different strengths, needs, levels of readiness, and learning styles or preferences of the students in a class.

https://prezi.com/pkttog-rxgwe/compare-and-contrast-of-udl-and-differentiated-learning/ UDL : Broad Learning Principle : Equitable use  Simplicity  Appropriately  Safety Designed Space  Different modes  Flexibility of instruction Stresses proactive design of the learning environment and curriculum DI: Focused Structure for Instruction: Differentiated Content  Differentiated Process  Differentiated Product  Differentiated affect/Environment Stresses responding to individual needs

After reading Chapter 2, what area(s) are still a little fuzzy for you? In the article mentioned assistive technology and UDL how do classroom teachers get resources? Also with new policy putting all behavior or special needs class inside with assistant teacher working together I feel it's difficult for the other students and seems students have hard time to focus on 2 teachers in the same time. What will YOU do to seek clarification? perhaps reading more other resrouces and find out each school works differently. http://schools.tdsb.on.ca/asit/standards/btstart/CMSpEdSC.pdf

4. How will you apply what you learned in Chapter 2 in your long-term planning?

• set up student profile, IEP profile, taking into account the background and experiences of all students to meet their diversity, interests, aptitudes, and learning needs;

• varying the form of assessment and instructional materials (e.g., printed text, visual oral, auditory representations); • using various types of media; • providing opportunities for different kinds of activities and different means of demonstrating learning; • providing a safe and supportive environment that enhances students’ ability to learn.

• use cooperative learning,project-based approaches, problem-based approaches, and explicit instruction. • Use tiered approach

5. How will you apply what you learned in Chapter 3 in your long-term planning?

Assessment for learning: know how your students learn by adjust instructional strategies, resources, and environments effectively to help all students learn. --Diagnostic assessment: before instruction begins and provide information about students’ readiness to learn, and about their interests and attitudes. --formative assessment: ongoing manner during learning so that instruction can be adjusted in response to individual students’ strengths, needs and learning goals.

6. How will you apply what you learned in Chapter 4 in your long-term planning?

Developing class profiles and student profiles that could help planning daily assessment and instruction that enables every student to learn and achieve success.

Know your students:

- gathering information about the students:• Ontario Student Record (OSR)•any transition plans • Individual Education Plan (IEP) • consultations with current, previous teachers, parents, and/or parent–student questionnaires• consultations with students through surveys (e.g., interest inventories,attitudinal surveys) and conferences or interviews• classroom observation (e.g., anecdotal notes)•initial assessments (e.g., pretests)• class profiles from earlier grades• EQAO data -engaging students and parents during the course of information gathering; understanding of each student’s strengths, learning style(s), preferences, needs, interests, and readiness to learn;

-Selecting instructional strategies and resources based on information in the class profile. monitoring and constant adjust the strategies, -UDL and DI program planning

Class profile: developed at the beginning of the school year, semester, or term, as teachers embark on the process of assessment for learning. It serves as a tool for recording and summarizing information gathered through diagnostic assessment prior to instruction and through formative assessment during instruction. Updated as the school year, semester, or term progresses. consult in school team and out school resources

Student profile: provides detailed information about the student to guide the selection of assessment tools, instructional strategies, and, where appropriate, individualized supports that are best suited to that student’s learning style, preferences, strengths, needs,interests, and readiness.

1. OSR (official record of a student’s educational progress through schools in Ontario): It consists of the following components: •an OSR folder •provincial report cards • an Ontario Student Transcript (OST) • a documentation file, where applicable (contains educational and professional assessments, IEP, transition plan, etc.) •an Office Index Card • additional information identified as conducive to the improvement of the instruction of the student