This document discusses strategies for differentiated instruction and universal design for learning. It provides examples of how instructional strategies and learning activities do not need to be the same for all students. Teachers can differentiate by allowing students to demonstrate skills and knowledge in multiple ways, such as through graphic organizers, presentations, or PowerPoints. The document also discusses the recognition, strategic, and affective networks in the brain and how universal design relies on setting learning goals, activities, and assessing progress. Examples of adapting software, hardware, digital technologies, and supporting social needs of students are also provided.

1. Chapter 6 and 11
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By: Kimberly Green

2. Differentiated Instruction
● It does NOT refer to making some students do more than others.
● Key is: content, processes and products
● Instructional strategies and learning activities that provide student practice doesn’t have to be the same
for everyone.
● Teachers can differentiate instruction by allowing students to demonstrate new skills and knowledge in
multiple different ways
○ Ex: some do a graphic organizer,, some do presentation, some do a powerpoint
● There are several ways to use technology for differentiated instruction
○ Video clips, storyboards, create a blog, research online, and exploring multiple resources to name few

3. Universal Designs for
Learning Networks (UDL)
● Recognition network - neural networks in the brain that help to identify sensory data, such as
objects, facts and patterns. You reply on recognition networks to recognize letter, word, picture,
person, sound, smell or other senses.
● Strategic networks - neural networks that control processes for planning, executing and
monitoring your actions. This allows you to follow to plan, execute, and monitor your actions
● Affective networks - neural network that relate to feelings and emotions, and which influence
motivation for and engagement with a particular goal, method, medium or asessment. This
influences your motiivation for particular goals.

4. Universal Design in the Classroom
● UDL framework relies on these three fundamental aspects of teaching/learning cycle:
○ Setting learning goals
○ Taking action by providing learning activities
○ Assessing student progress to monitor and evaluate student growth
● Setting goals
○ Allow students to clearly understand the outcomes
○ Goal can be reached through varies avenues
○ Communication is important

5. Adapting Software
● Computer software and hardware can be adapted for individual student needs
● Word-processing applications - software that allows users to create, edit and review written documents
● Word-prediction software - software that suggests word based on common usage patterns,
arrangements of letters, or rules of grammar
● Communication tools - numerous technologies used to communicate synchronously or asynchronously, such
as phones, e-emails, texting, and others
● Augmentative and alternative communication devices - hardware and software that allow students with
disabilities to communicate through pictures, words and symbols
● Multimedia tools - instructional tools that contain information in multiple formats, including text, sound, images,
animation, or movies

6. Hardware adaptations
● Keyboard adaptations
○ use large colored alphabet stickers for easier visual access
○ Mark keys students use the most frequent
○ Make a key guard to cover keys students won’t use
● Mouse adaptations
○ Colored students so students remember which button to use
○ Turn it upside down to use more as a trackerball

7. Digital Technologies
● Allows students to connect around the globe
○ Digital pen pals
○ Virtual field trips
○ Web Conferencing with schools in different countries

8. Culturally responsive teacher
● One who understands ad capitalizes on the unique cultural attributes and experiences of students
to promote student achievement
● Studies show by 2020 the percentage of minorities will be larger than white students.
● With this, non-english speaking homes are continuing to increase also.
● We must adapt by using different assessment formats
● Use more learner-centered strategies
● Make sure we address their diverse needs

9. Supporting the Social Needs of Students
● Collaborative Environment
○ Teacher modeling
○ Questioning
○ Quality responding
○ Peer interactions and discussions
○ Reflective journals
● Cognitive needs:
○ Observe closely
○ Building explanation
○ Reasoning
○ Making connections
○ Asking questions
○ Different point
“It is imperative that the social needs of students be understood, as
interaction is an important aspect of the educational experience.” (

10. Citations
Byrd, J. C. (2016). Understanding factors that contribute to the sense of community in an online doctoral program: A
Phenomenological Study. Retrieved June 4, 2018, from http://web.b.ebscohost.com.lib-
proxy.jsu.edu/ehost/detail/detail?vid=8&sid=197bf394-fe05-4ff1-bcb6-
c49142108720@sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=2016-26517-
122&db=psyh doi:Dissertation Abstracts International Section A: Humanities and Social Sciences
Katherine, C. S., John, R. D., & Peggy, E. A. (2014). Chapter 6, 11. In Technology Integration for Meaningful
Classroom USe (pp. 137-291). Belmont, CA: Wadsworth.