Games in the Classroom

Games in the Classroom

Recall that one of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as each student grows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at differentiation through the use of games, which is sometimes described as a form of gamification. As featured in her engaging TED Talk (2010), Gaming can make a better world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Compose a formal written response that addresses the following;
Content Instructions

· Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning.

· Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification.

· Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.

· Technologies (1 point): Discuss how specific technologies and gamification are being used to enhance teaching and learning and motivate learners.

Written Communication Instructions

· Length Requirement (1 point): Five to seven pages including the title and references pages.

· Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

· Source Requirement (1 point): Utilize at least three sources in addition to TED (2010) video. All sources on the references page need to be used and cited correctly within the body of the assignment.

· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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UDL/CAST Instructional Plan Analysis

UDL/CAST Instructional Plan Analysis

This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video, UDL at a glance  and review the Explore model UDL lesson plans (2011) web page, both of which are listed in the Week Three Required Resources. Be sure to also review the Week Three Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions

a.       Lesson Description (1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. 

b.      Principle 1 (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.

c.       Principle 2 (1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson. 

d.      Principle 3 (1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson.

e.       Reflection (2 points): Close your essay with a personal reflection that addresses the following four areas:

o    A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners 

o    A description of how, overall, the lesson models differentiated instruction 

o    A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis, 

o    At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve. 

Written Communication Instructions

a.       Length Requirement (0.5 point): Four to seven pages including the title and references pages. 

b.      Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

c.       Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

d.      APA Formatting (0.5 points): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.  

 

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UDL/CAST Instructional Plan Analysis

UDL/CAST Instructional Plan Analysis

This assignment provides the opportunity for you to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. Recall that UDL provides access to the curriculum for students with a wide variety of abilities and background. Therefore, UDL aligns with inclusionary practices found in today’s schools. Furthermore, assistive technology supports the UDL framework to provide a means of learning for students with disabilities. To prepare for this assignment, review the CAST (2010) video, UDL at a glance  and review the Explore model UDL lesson plans (2011) web page, both of which are listed in the Week Three Required Resources. Be sure to also review the Week Three Instructor Guidance page for additional intellectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model lesson from the Explore Model UDL Lesson Plans (2011) page of the CAST.org website. Analyze the lesson for the points described in the Content Instructions included with this assignment, below. Click on the “UDL Connections” buttons located at various points in the lesson to analyze how UDL principles have been integrated. Next, create your assignment to meet the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance with this assignment, review the Week Three Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions

a.       Lesson Description (1 point): Include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. 

b.      Principle 1 (1 point): In one to three paragraphs, describe ways that multiple means of representation are included in the model lesson.

c.       Principle 2 (1 point): In one-to-three paragraphs, describe ways that multiple means of action and expression are included in the model lesson. 

d.      Principle 3 (1 point): In one to three paragraphs, describe ways that multiple means of engagement are included in the model lesson.

e.       Reflection (2 points): Close your essay with a personal reflection that addresses the following four areas:

o    A description of at least two concepts or strategies from the lesson that serve as a means to motivate learners 

o    A description of how, overall, the lesson models differentiated instruction 

o    A discussion of how your understanding of and appreciation for instructional planning has changed as a result of your analysis, 

o    At least one specific concept or strategy from the lesson that you would consider applying to your own practice and the potential impact it may have on the population you serve. 

Written Communication Instructions

a.       Length Requirement (0.5 point): Four to seven pages including the title and references pages. 

b.      Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

c.       Source Requirement (0.5 point): Utilize at least two sources in addition the model lesson plan and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

d.      APA Formatting (0.5 points): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.   

 

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Creating a UDL Instructional Plan

Creating a UDL Instructional Plan
This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. 
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary. 
To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder. 
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required. 
Content Instructions

  1. Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.) 
  2. Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total). 
  3. State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.
  4. Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.
  5. Teaching Methods: 
    • Describe the anticipatory set (1 point)
    • Address how you will introduce and model new knowledge (1 point)
    • Describe the guided practice (1 point)
    • Describe the independent practice (1 point)
    • Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience.
    • Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson. 
  6. Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation. 

Written Communication Instructions

  1. Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions

  1. Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions: 
    • How does your lesson serve as motivation for learners? 
    • How does your lesson stimulate critical thinking in your students?
    • How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

  1. Length Requirement (0.5 point): Two to three pages not including the title and references pages. 
  2. Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  3. Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
  4. APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. 

 

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Community Event

Community Event
The Final Project is your opportunity to demonstrate what you have learned throughout the course in a summative and comprehensive assignment. Begin preparing for this assignment by reading the Week Six Instructor Guidance and by imagining the following scenario:

In just two months, members of your community will vote on an $18 million educational technology bond intended to update the technology infrastructure of both the school district and local community center. The passing of the bond would provide upgraded technology to improve learning for Pre-Kindergarten through 12th grade students enrolled in the school district as well as adult learners enrolled in the community’s blended adult learning programs. The leadership teams of both the school district and community have decided to join forces in an effort to encourage voter participation. The leaders believe that by raising awareness and interest in technology as a teaching and learning tool, voters will have a better understanding of and appreciation for the issues pertaining to the bond, which will increase the likelihood of it passing at the polls.

Since this is a joint effort between the school district and community center, you will assume the role of either an educator in the district, or a representative of the community center and plan a portion of a local event involving community members. Your goal for the Final Project is to get residents of your community into the doors of your school and/or community center to raise awareness of and interest in technology integration in the learning environment. As such, this event will need to provide opportunities for attendees to be exposed to and interact with various types of technology. In essence, your event will showcase current examples of technology use in your respective learning environment as well as feature the impact that the bond money would have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either the school board or community center administrative team through a professional presentation detailing your plan along with a written synopsis of the event plans provided to your audience. Select from one of the two roles shared in the content expectations below and include each component in your Community Event Plan.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Content Instructions
Based on the role you have selected to take (either a district educator or a representative of the community center), you will create two components for this assignment: a professional presentation that will be recorded and a two-to- three page handout of the specific ideas for your community event that will be submitted to Waypoint for evaluation. Your community event will consist of several different stations for attendees to visit and gather information from and/or interact with. Your presentation will describe what will be included at each station. Remember that the goal of the event is to inform and excite local residents about how technology is currently being implemented in either the schools or community center and how technology use and thus, instruction and learning would improve if the bond is passed.
PART ONE: Presentation Content Expectations
Create a professional presentation to be shared using any of the digital presentation tools listed in Week One. You will talk through your presentation, creating a video and/or audio recording with the link provided in part two of the assignment. More specific instructions can be located in the Week Six Instructor Guidance. In your presentation, describe what will be included at the following stations at the Community Event;
Station 1: Universal Design for Learning (UDL): Three to four slides. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

· Audience (0.5 point): Discuss how you will get the audiences’ attention to visit this station. What might the station look like or include to draw people to it?

· Information (1 points): Describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center.

· Demonstrate (1 point): Discuss how would you demonstrate UDL in action. For example, would you include a video of it being modeled, a sample instructional plan, or an example of a resource or source of technology that supports UDL?

· Differentiation (2 points): Discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. In your discussion, include how incorporating UDL principles enhances learning by providing differentiated learning opportunities.

· Interaction (1 point): Describe how attendees could interact in this station. How might this increase their interest and appreciation for educational use of technology?

Station 2: Technology and UDL for All Learners: Two to three slides. Utilize information gleaned from your state’s Department of Education website, your local school district’s website, and/or the Office of Career, Technical, and Adult Education (OCTAE) website to support your ideas for this station. Information shared on the slide(s) and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

· Mission, Belief, and Goals (3 points): Craft an original mission and belief statement for your school district or community center as it pertains to technology integration and career and technical education (CTE). Construct two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs.

· Course and/or Program Offerings (1 point): Construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The school district’s courses should include courses or programs that impact all three levels of learners and school environments including elementary, middle/junior high school, and high school students.

Station 3: 21st-Century Skills Acquisition and Employability: Two to three slides. Information shared on the slides and viewed by the audience should be succinct and void of excessive detail. Specific details and descriptions should be included in part two; the written synopsis.

· Technology and 21st-Century Skills (5 points): Showcase one specific course from the courses offered list that integrates technology. Describe at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course. Describe how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability.

· Tools (1 point): Include an additional example of a tech/digital tool used in one or more courses.

· Interaction (1 point): Describe how attendees might interact with the information and tool(s) presented at this station. How might this increase their interest and appreciation for educational use of technology?

· New Technology (1 point): Discuss how school or community programs, courses, and students would benefit from upgraded technology from approved bond.

· Slide Design and Format (2 points): Total of 8 to 10 slides including the title and references slides. Use relevant graphics to enhance the presentation without distracting from the main focus. Slides should have a consistent theme, format, and font that augment the readability of the presentation. Rather than using the speaker’s notes on each slide, details that would be shared with the audience will be provided in the second part of the assignment; the written synopsis. Save the presentation as a pdf., pwpt., or pwptx. file that shows speaker’s notes for viewing in Waypoint and Turnitin.

· Title & References Slides (1 point): The Title slide should include your name, course name and number (EDU620), instructor’s name, the date, a title for your event and the role you have selected to take for the project (district educator or community center representative).

PART TWO: Written Synopsis
Follow the same outline for all three stations of your event featured in the Part One: Presentation. Here, you will provide the details for each part that would help inform the audience during your presentation. The details are what cannot be included on the slides. This three to five page document will include the link to your presentation and be submitted to Waypoint for evaluation. Your instructor will use your recorded presentation and the written synopsis to evaluate your work.

· Link to presentation (0.5 points)

· Follows presentation guidelines (2 points)

Written Communication Instructions

· Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

· Source Requirement (0.5 point): Utilize a minimum of five resources in addition to the Edyburn (2013) text. All sources on the references page need to be used and cited correctly within the body of the assignment.

· APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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Student Motivation and Technology

Student Motivation and Technology
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, engagement, and interest in learning. Furthermore, research has shown that through thoughtful integration of audio, video, and other media, instruction can be differentiated, ultimately increasing a student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either The Teaching Channel or Edutopia and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post: Respond with an initial post that includes the following components:

Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade-level of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.

 

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Provide a succinct summary, in your own words, of the key concepts that make up UDL.

Introduction to UDL
This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a glance and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.

  1. Provide a succinct summary, in your own words, of the key concepts that make up UDL.
  2. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.
  3. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role. 
  4. Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event? 
 

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UDL Guidelines: Examples and Resources

UDL Guidelines: Examples and Resources

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL guidelines – version 2.0: Examples and resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

  1. If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation. 
  2. If your last name begins with K-O: Choose one Checkpoint from any of the three guidelines from Principle 2 Provide Multiple Means of Action and Expression. 
  3. If your last name begins with P-Z: Choose one checkpoint from any of the three guidelines from Principle 3 Provide Multiple Means of Engagement

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach. 
Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond. 

d.            State the principle and checkpoint (number and description) analyzed.

e.    Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

f.     Describe the example/resource explored explaining how it works 

g.    Address each of the “Key Considerations” for the checkpoint.

h.    Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

 

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Minimizing Modifications for Individual Students

Minimizing Modifications for Individual Students
This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in relationship to constructivism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week Four Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students at the CAST website. To view the video, you will need to sign up for a free CAST account. 
Initial Post: Create an initial response that addresses the following areas.

a.    Evaluate how the video has strengthened or otherwise changed your views about differentiated instruction? Do you have a deeper understanding and appreciation for differentiated instruction now? Why/ Why not?

b.    Analyze the benefits for both students and the teacher when instruction follows the UDL framework when compared to the practice of isolating learners and planning for specific modifications for individual students. 

c.    Discuss what you learned in the video about setting up a non-threatening learning environment that does not isolate students. For example, what connections can you make between this and what you observed when analyzing the lesson during Week Three and when evaluating the example or resource in the Week Four Discussion 1.

 

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