A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.

1. Differentiating Instruction Through The
Implementation of Universal Design Learning
Milisa Sammaciccia Ismail, MEd.
12 September 2011

2. “Effective teaching strategies begin with realizing that
there are multiple pathways to learning. Frequent and
careful assessment aligned with observation determines
the direction taken for optimal learning. Respect for all
learners takes place. Varying teaching styles within a
student-centered environment maximizes educational
effectiveness.”
- Mary Rose (2008)

3. What is Differentiated Instruction?
• It’s Proactive
 The teacher understands that their learners have individual needs
and in alignment to these factors, works in proactive ways to
reach their students.
• It’s more Qualitative than it is quantitative.
 Instruction is focused on ensuring the content knowledge is
increased in students rather than focused on production of work.
 Emphasis is on adjusting the assignments to match learner
characteristics and styles of learning.
• It’s about providing Multiple Approaches to assessment,
process and product.
 Teachers offer a variety of approaches and avenues based on how
each student learns and how they will demonstrate knowledge.
 Student expectations are for substantial growth

4. What is Differentiated Instruction?
(continued…)
• It’s Student-Centered
 Student learning is more effective when the students are engaged,
when the information is relevant and, when the content is
interesting to them.
 Not every student has the same background. Therefore, content
must be built to expand on their current knowledge base.
• It’s Blended Learning
 Blends of whole-class, group and individual instruction are used.
 Whole-group activities establishes a common understanding and
sense of community among students.

5. A Sample Flow of Instruction
(1) Teacher & class explore a
topic or concept
(2) Students engage in
further study using varied
materials based on readiness
& learning styles
(3) Students & teacher come
together to share information
& pose questions
(4) Students work on varied
assigned tasks designed
to help them make sense
of key ideas at varied
levels of complexity &
varied pacing
(5) The whole class reviews
key ideas & extends their
study through sharing
(6) In small groups selected
by students, they apply key
principles to solve teacher-
generated problems related
to their study
(7) The whole class is
introduced to a skill needed
later to make a presentation
(8) Students self-select
interest areas through which
they will apply & extend
their understandings
(9) The whole class listens to
individual study plans &
establishes baseline criteria
for success

6. What Part of Our Curriculum Can
We Differentiate?
• Content Demands
 What are we teaching?
 What do we want our students to learn?
 Several elements and materials are used to support content.
 We align tasks and objectives to learning goals.
 Instruction is concept-focused & principle driven.
• Process Demands
 “[H]ow teachers might structure classroom-learning activities in
ways that match how students…make sense of what they are
learning” (Thousand, Villa, & Nevin, 2007, p. 37).
 Flexible grouping is consistently used.
 Classroom management benefits the students and teacher(s).

7. What Part of Our Curriculum Can
We Differentiate? (continued…)
• Product Demands
 How the student demonstrates what they learn.
 How will we assess their learning.
 Initial and on-going assessment of student readiness and growth.
 Students are active and responsible explorers.
 Vary expectations and requirements for student responses.

8. 3 Principles of Universal Design
• Principle 1: to support recognition learning, provide multiple, flexible
methods of presentation.
 Provide multiple examples
 Highlight critical features
 Provide multiple media and formats
 Support background context
• Principle 2: to support strategic learning, provide multiple, flexible
methods of expressions and apprenticeship.
 Provide flexible models of skilled performance
 Provide opportunities to practice with supports
 Provide on-going, relevant feedback
 Offer flexible opportunities for demonstrating skill
• Principle 3: to support affective learning, provide multiple, flexible
options for engagement.
 Offer choices of context & tools
 Offer adjustable levels of challenge
 Offer choices of learning context
 Offer choices of rewards

9. Converging Strategies in Differentiated
Instruction with Universal Design Learning
• Class Climate: adopt practices that reflect high values with respect to both
diversity and inclusiveness.
• Interaction: encourage regular and effective interactions between students and
the instructor and, ensure that communication methods are accessible to all.
• Physical Environments & Products: ensure the facilities, activities,
materials, and equipment are physically accessible to and usable by all
students, and that all potential student characteristics are addressed.
• Delivery Methods: use of multiple, accessible instructional methods that are
accessible by all learners.
• Information resources & Technology: ensure that course materials, notes,
and other information resources are engaging, flexible, and accessible to all.
• Feedback: provide specific feedback on a regular basis.
• Assessment: regularly assess student progress using multiple accessible
methods and tools, and adjust instruction accordingly.

10. Challenges of Implementing
Differentiated Instruction
• Time
 A great deal of time and planning to assess student needs,
interests and level of readiness befalls the teacher.
 Key concepts need to be determined.
 Questions in relation to concepts need to be designed &
organized.
 Appropriate activities that are appropriate for each learner that
parallels content and/or concept needs to be designed.
 Assessment design and instructional adjustments.
• Classroom Management
 Teacher changes role from dispenser of knowledge to facilitator
of learning.
• Teacher Skills & Steps to Take
 Teachers may not have the skills, training or understanding of
what steps to take in implementing differentiated instruction.

11. Steps to Implementing
Differentiated Instruction &
Universal Design Learning
• Identify your course, objectives and content.
• Involve your students and obtain their perspective.
• Adopt instructional strategies & integrate with DI/UDL.
• Apply instructional strategies to teaching, curricula and
assessments.
• Plan for accommodations for students to give them full access.
• Evaluate & monitor effectiveness of instruction through
observation and feedback.

12. Success & Engagement
• Students are more engaged and successful if a teacher presents
the content to them based on the following three characteristics:
 Readiness
• Refers to student “knowledge, understanding, and skill” (p.1).
• Prior learning, cognitive proficiency and life experiences
influence readiness.
• Can be addressed through tiered activities.
 Interest
• When students are interested in a topic, they are more
engaged and willing to learn.
 Learning Profile
• What ways do the student learn best?
• What are the preferences that have been “shaped by learning
style, intelligence preference, culture, and gender” (p. 1).

13. Differentiated Instructional
Strategies
• Stations
 Different learners can work simultaneously on various task.
 Flexible grouping techniques can be utilized.
• Task Lists
 Students can set their agenda with personalized task lists.
• Problem-Based Learning
 Can be individual or in small groups.
 Supports building a community of learners.
• Tiered Activities
 Students can work on same concepts but degrees of complexity
can be varied.

14. Differentiated Instructional
Strategies (continued)…
• Entry Points
 Topics can be explored through five different avenues:
• Narrative (student presents a story)
• Logical-Quantitative (using numbers)
• Foundational (examination of philosophy and vocabulary)
• Aesthetic (focus is on sensory features)
• Experiential (hands-on)
• Choice Boards
 Students can select from several work assignments that are
printed on index cards and affixed to choice boards.
• Compacting
 Learner knowledge and skills are assessed prior to the start of an
instructional unit.

15. Differentiated Instructional
Strategies (continued)...
• Chunking
 Assignments and activities are broken into smaller, more
manageable parts.
 Structured directions are provided for each part.
• Tool Variations
 Encouraging students to use different tools to perform the same
task such as:
• Paper/pencil
• Manipulatives
• Computer
• Flexible Pacing
 Allows for differences in student ability to master key concepts.

16. Differentiated Instructional
Strategies (continued)…
• Independent Study
 Encourage students who want to work on topics of interest.
• Portfolios
 Student growth is reflected over spans of time.

17. “While the improvement of instruction can occur through
training, coaching, critical friends groups, study groups,
and other reflective processes, one of the most obvious
and direct ways to improve teaching is to have teachers
continuously work with others to improve the quality of
their lessons and examine student work to determine
whether those lessons are assisting all students to achieve
at high levels” (p. 97).
- Dennis Sparks (2002)

18. RESOURCES
Burgstahler, Ph.D., S. (2007). Equal access: Universal design of instruction. Seattle: DO-IT,
University of Washington. Retrieved September 8, 2011, from
http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html
Corley, M. (2005). Differentiated instruction: adjusting to the needs of all learners. Focus on the
Basics, 7(C). Retrieved from http://www.ncsall.net/index.php?id=736
Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated instruction and implications for
UDL implementation. Wakefield, MA: National Center on Accessing the General How to
work effectively with a Curriculum. Retrieved 10 September 2011 from
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
How to work effectively in a heterogeneous classroom. (2011). Retrieved from
http://www.maec.org/tadocs/hetclass.html
Rose, M. (2008). Differentiation. Teacher Scholastic, 1(3). Retrieved from
http://www.eht.k12.nj.us/~jonesj/differentiated%20instruction/Newsletter%203%20proofe
d.pdf
Sparks, D. (2002). Designing powerful professional development for teachers and principals.
Retrieved from http://www.learningforward.org/news/sparksbook/sparksbook.pdf
Thousand, J.S., Villa, R.A., & Nevin, A.I. (2007). Differentiating instruction: collaborative
planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin
Press, Inc.