Foundation 3- Week 3- Learning for all
1. After reading the principles or assumptions that guide the Learning for All document, what are some general thoughts and/or questions that immediately come to mind? Why?
Learning for all document ensure that education is equitable for all. This is done by differentiated instructions to suit all learners. It also understand that some strategies that are good for some could also be beneficial for all.
2. How are UDL and DI related? How are they different?
DI allows teachers to provided differentiated activities, instructions and assessments to support each and every students’ individual needs. UDL is creating a learning environment to support all learners. It is the understanding that some activities, technologies that are good for some can be beneficial to all.
Both UDL and DI are there to ensure learning is equitable and inclusive. It is the understand that all students are individuals with there own strengths and provides all students with supports they need to succeed. These principals help put all students in one playing field to ensure they are all able to achieve to their best.
3. After reading Chapter 2, what area(s) are still a little fuzzy for you? What will YOU do to seek clarification?
I understand the using the tiered approach in the classroom for academics but the document mentions using the tiered approach for behavioural support which I don’t understand how that can be applied. To get a better understanding of how to use tiered approach for behavioural support I would read the Supporting mind in more depth as the document suggested. I would also do more search on teachers blogs, to find how different teachers are using the tiered behavioural support in their classroom.
4. How will you apply what you learned in Chapter 2 in your long-term planning?
When making a long range plan it is important to ensure that we keep in mind UDL and DI. In order to do this we need to insure our plans, activities, assessment is well diffrenciated to support each students and work on their strengths. It is also important for teachers to be flexible and edit and rearage plans to best support students’ needs.
5. How will you apply what you learned in Chapter 3 in your long-term planning?
It is important to understand students bring a lot of prior knowledge into the classrooms. Therefore, as an educator we need to ensure that our lessons build on the knowledge and challenges them to prevent students for disengaging.
When planning we need to set time aside to carry our diagnostic assessment. As educators we need to be flexible and edit our long rage plans according to our students needs and knowledge to ensure it is always challenging and engaging.
6. How will you apply what you learned in Chapter 4 in your long-term planning?
It is vital that teachers we see our students as a whole person. Prior to making long rage plans we need to understand and know our students, learning styles, readiness to learn and interests. I think it is important for the teacher to create a class profile and use it to plan appropriately.
When planning long range plans I would use the class profile to ensure the plan has topics they are interested in and activities and assessments through out the year supports every students.
