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Udl-Di Brieffinal

DI recognizes that learners differ in factors such as culture, learning style, and gender. UDL is based on the evidence from neuroscience that no two brains learn in the same way. Both frameworks recognize that each learner is unique (DI) or variable (UDL)

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71 views

Udl-Di Brieffinal

DI recognizes that learners differ in factors such as culture, learning style, and gender. UDL is based on the evidence from neuroscience that no two brains learn in the same way. Both frameworks recognize that each learner is unique (DI) or variable (UDL)

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UDL

DI

UDL Intersections
Universal Design for Learning and Universal Design

Frequent questions about the commonalities between Differentiated Instruction and Universal
Design for Learning have prompted the examination of these two frameworks. The purpose of this
brief is to describe the differences and highlight the
intersections between them.
What is Differentiated Instruction?
Differentiated Instruction (DI) has at its core the
goal of making learning accessible for all students.
DI recognizes that learners differ in factors such as
culture, learning style, and gender. In order to address those differences, teachers need to approach
each student by their unique readiness, interest, and
learning profile (see resource). Teachers can select from a range of strategies that may be appropriate responses to help each student reach the essential concepts, principles, and skills.
What is Universal Design for Learning?
Universal Design for Learning (UDL) is based on
the evidence from neuroscience that no two brains
learn in the same way; learner variability is the
norm. The UDL Guidelines (see the National Center
on UDL: http://www.udlcenter.org/) provide a
structure to support the design of curriculum to address this neurological variability. By providing
multiple means of representation, action and expression, and engagement in the curriculum from
the beginning, all students can become expert
learners which includes being resourceful, strategic, and purposeful towards a goal.

Intersections
Both the UDL and DI frameworks recognize that
each learner is unique (DI) or variable (UDL). Setting clear goals and matching assessment to instruction, especially through ongoing, formative assessment is essential for students to reach the goals.

DI emphasizes the central role of the teacher to


modify content and processes in order to address the
needs and learning styles of each student. This responsive learning process can be applied to all activities and assignments and content can be modified so that the materials have relevance and are authentic for each student. There can be flexibility in
the assignments and ways students demonstrate
what they have learned. DI evaluates a learning
style of each student in the construction of activities.
UDL provides an overarching framework for thinking about the design of curricular materials (goals,
assessments, materials, methods) for the broadest
range of students from the beginning. It is a conceptual shift from thinking about fixing the student to
fixing the curricula. The UDL Guidelines provide
suggestions, based on research in the learning sciences, for how to effectively design curriculum with
flexible options that can support a student becoming
an expert learner (resourceful, strategic, and purposeful) in any context. Options are available for all
students as they work to reach the same, high-level
goal.
To meet the needs of all students, both DI and UDL
recognize that cornerstones to learning include personal interest (DI) or engagement (UDL), experience (DI) or representation (UDL), and culturally
shaped ways of seeing the world (DI) or strategies
for action and expression (UDL). It is essential to
have some flexibility in the materials and methods
offered to students in support of the goal. However,
UDL emphasizes proactive design of the environment and curricula while DI emphasizes responding
the individual needs. Together, they can provide a
powerful combination of strategies to reach the
needs of all students as they work to successfully
reach the goals of instruction.
Copyright CAST, Inc. 2013

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