EDU673

Puckett, K (2013). Differentiating

Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.

Glass, D., Henderson, B., Barnum, L., Kronenberg, D.,

Blair, K., Jenkins, R., & ... VSA. (2010). The Contours of Inclusion: Inclusive Arts Teaching and Learning. Online Submission.

MAED Capstone

Parsons, S. (2013). Broadening the

view of differentiated instruction. Phi Delta Kappan, 95(1), 38.

Drama Queen

Who am I?

Danielle Paez

I'm not Jean Valjean.

What is DI?

DI & UDL

"Differentiated Instruction, or DI, is "a philosophy that

enables teachers to plan strategically in order to

reach the needs of the diverse learners in classrooms

today" (Parsons, 2013). DI is a successful teaching strategy that is designed to appeal to many different intelligences. Students who have one or more of Gardner's identified intelligences (linguistic, kinesthetic, intrapersonal, mathematical, musical, spacial, and interpersonal) can all benefit from this learning philosophy. Rather than tailoring the student to the instruction, the instruction is tailored to meet the individual needs of the student.

How do I present new information?

August 2, 2015

Professor Sherry Lelaloha-Walpa

UDL applies three basic principles: multiple means of representation of content, multiple means of action and expression, and multiple means of engagement. "The UDL guidelines are a planning tool for designing multiple and flexible

ways to represent curricular content, multiple and flexible ways to engage students with this content,

and multiple and flexible ways for students to demonstrate what they understand, know, and are able to do" (Glass, et. al, 2010).

EDU695

Very few students come to my class with any prior knowledge about theatre arts. For example, most students only recognized two shows when we began our musical theatre unit (Hairspray & Newsies). I relied heavily on YouTube and PowerPoint presentations to teach them about Hello, Dolly!, Little Shop of Horrors, The Producers and other Broadway treasures. First, I had to extend their limited knowledge and then I had to set them loose to explore the genre. Rather than talking about it, they researched a musical number and choreographed it.

How is this different from UDL?

"DI and UDL are similar in that both strategies aim

to cultivate responsive teaching and learning environments that engage students in several manners and through several facets of learning" (Parsons, 2013). UDL is the planning process and DI continues that work while making instructional adjustments based on student needs.

How do students demonstrate their prior knowledge?

At the beginning of every lesson, I find it's helpful to remind them of the skills they will need to complete their assignment. By the time we began our musical theatre unit, we had already done units on voice, movement, improvisation, and facial expression. Once they a rudimentary knowledge of musicals and a list of age-appropriate songs to choose from, students collaborated to perform a choreographed number. The best way to demonstrate prior knowledge in my class is via a performance.

How can I blend the two?

How do I motivate and engage students?

In my theatre classroom, I try to engage my students in a variety of ways so that every kind of learner will be successful. Each unit of learning involves writing, collaboration, demonstration, discussion, kinesthetics, and presentation. The more "layers" there are to a unit of learning, the more my students understand. The more they understand, the more successful they are as performers.

Theatre is not for everyone and many of my students are reluctant to do anything more than watch a film. I love to encourage my students by playing games and breaking down inhibitions. I also like to encourage them to give things a second chance before deciding they dislike something. For example, the biggest complaint I had about doing a musical theatre unit was that many considered it "gay." Rather than arguing or telling them "too bad," I showed them a clip of Hugh Jackman (aka The Wolverine) singing and dancing on top of a piano in The Boy From Oz. Most of my kids are worried about embarassing themselves and it's encouraging for them to see an action star like Jackman sing and dance. I engage my students by encouraging them to change their minds and simply try!

In my experience, I've found flexibility and improvisation to be my best assets as a teacher. I plan my instruction using the UDL process, but I'm always ready to adjust my strategies based on my student response. If one ore more students is struggling, I can try a different way of teaching and expand my lesson so that every student has the opportunity and means to be successful in my classroom.

Universal Design for Learning