Business > CASE STUDY > EDU 620 Week 4 DQ 2.docx EDU 620 Week 4 DQ 2 Changing views differentiated instruction? (All)

EDU 620 Week 4 DQ 2.docx EDU 620 Week 4 DQ 2 Changing views differentiated instruction?

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EDU 620 Week 4 DQ 2.docx EDU 620 Week 4 DQ 2 Changing views differentiated instruction? The video was beneficial and helpful because Campbell explains that the classroom needs to have a design th... at supports all learners but with limited modifications if the universal design for learning principles are included in the lesson design. UDL can help us reshape teaching and learning by guiding the design of an entirely new system with flexibility at its core (Meyer, Rose, & Gordon, (n.d.)). So, with the UDL implementation, a teacher can accommodate a classroom of diverse students with a lesson that has fewer adjustments. I do have a deeper understanding because it explains that students need to adapt to change and learn to use technology to develop their learning. Benefits for teachers and students using the UDL framework? With the UDL design, the students are equal, not singled out because of their educational strengths or weaknesses. UDL is a unique set of principles that a teacher uses to develop a plan to respond to the educational needs of the student. These principles help teachers build a learning environment that welcomes individual learning techniques. Now, the teacher uses this environment to motivate the students to develop a growth mindset to unlock learning for the future. The teachers use UDL as a framework for supporting the individual needs of a student with various instruction, technology, and digital devices that adapt to the student's strengths and weaknesses. With this proces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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