Differentiated instruction is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning” (Tomlinson, 2004, p. 188). In order to avoid any kind of cultural bias, teachers must use the best instructional practice - Culturally Responsive Pedagogy. Being a proactive administrator, I would love to integrate Universal Design for Learning (UDL) principles in lessons, coupled with Differentiated Integration practices. As UDL principles (CAST, 2011) provide multiple and flexible options for engagement (the Why of learning), presentation (the What of learning), and expression (the How of learning); DI practices also stimulates interest and motivation for learning (engagement), allows to present information and content in different ways (presentation), and differentiates the ways the students can express what they know
Differentiated instruction is the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning” (Tomlinson, 2004, p. 188). In order to avoid any kind of cultural bias, teachers must use the best instructional practice - Culturally Responsive Pedagogy. Being a proactive administrator, I would love to integrate Universal Design for Learning (UDL) principles in lessons, coupled with Differentiated Integration practices. As UDL principles (CAST, 2011) provide multiple and flexible options for engagement (the Why of learning), presentation (the What of learning), and expression (the How of learning); DI practices also stimulates interest and motivation for learning (engagement), allows to present information and content in different ways (presentation), and differentiates the ways the students can express what they know