Reflection on Differentiation Station and Application of UDL and DI in the Classroom

Differentiation Station social networking with teachers I believe is a wonderful idea. I think it would be more beneficial if, as is the case with middle school and high school teachers, networks were created in content areas. Elementary teachers share the same core programs to some extent, and so by grouping them together they have much more in common than would a group of middle school teachers or high school teachers who teach in different content areas.
This course gave me the incentive I needed to reflect on the strategies and methods I have felt comfortable with for the last eleven years of teaching. One of the steps that needs to be taken to begin effectively implement of the principles of UDL a DI is to design a curriculum that recognizes the differences between students and make the necessary accommodations. At the same time the curriculum must also be closely aligned with the Illinois State Standards. It is also important that both administration and parents share, support, and is committed to the implementation of the principles of UDL and DI.
At this point I have applied some of the strategies, methods and principle of UDL and DI in the classroom in the following ways. I did not can, nor will I ever be able to adopt a curriculum the follows those principles, that is a task that administration hold on to very tightly. The first step I took was to have the students participate in online learning styles, and multiple intelligence assessment surveys. They then supplied me with the results on three by five cards along with answering concerning their personal interests. I had these same students in sixth grade, and felt very comfortable about understanding their academic strengths and weaknesses, so there was at this time no need for pre-assessment. I then chose group leaders and they selected groups of students that would work with. I have at my disposal the use of Netbooks, so each group has at least to or more Netbooks to work with to answer the question by accessing the web or Powerpoint presentation I have designed for their use. They also have access to the answers to the question on the assignments. When the flexible grouping first started all the students were starting from the same place in the Pre-Algebra text. I will let the students know what lesson they will be working on and supply them with several questions I want them to answer concerning the material to be learned; I usually require several examples of related problems to demonstrate their knowledge. They then work together on the assignment until completed. Two groups in each class are moving ahead of the rest of the groups the equivalent of about five days. I am able to circulate and conduct mush more meaning full conversations with the students now that they are in small groups, it also gives me the opportunity to work more closely with students who are struggling. I feel confident in that my attempt to integrate the principle of UDL and DI are the best I could due given the curriculum I have to follow. The students seem to be more engaged in the learning process and the last to test shoed an improvement in the student’s performance.