Educators in today’s schools support students with diverse learning needs. It can be challenging to design learning opportunities that meet the needs of such a wide variety of learners. The Universal Design for Learning (UDL) framework aims to ensure all students have full access to educational resources, regardless of their needs and abilities. In terms of instructional design, Differentiation is a strategy that addresses each student’s learning profile, readiness, and interests.
The course is for teachers who seek to learn more about the approach of Universal Design for Learning (UDL) and the strategy of Differentiation in order to design an accessible educational framework that addresses the diverse needs of all students (e.g. students with special needs, migrants) and ensures their educational and social inclusion.
The course will help the participants to:
• Build their understanding of learner variability (strengths, preferences and diverse needs) and its implications for teaching and learning
• Explore the core principles of UDL and Differentiation, and practice techniques, and strategies for promoting active participation and motivation in today’s diverse classrooms
• Use guidelines, strategies and techniques for applying UDL principles and Differentiation to improve lesson design, instruction and support high levels of engagement and achievement for all learners
Day 1 – Course introduction & setting goals
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities using drama for trust and ensemble building.
- Identification of needs and goals for each participant and relevant populations.
- Diversity and inclusive education in contemporary classrooms. Group discussion and team work practical activities.
- Presentations of the participants’ schools.
Day 2 – Supporting learners
- Universal Design for Learning (UDL): Principles and guidelines to support learners’ variability. UDL
- Instructional Planning Process. Slides presentation, group discussion and team work practical activities.
Day 3 – Designing lessons
UDL Instructional Planning Process. Designing lessons with UDL lesson planner. Slides presentation, group discussion and hands on activities.
Day 4 – Engaging learners
Differentiating instruction: Guidelines regarding learners’ variability. Differentiating step by step the learning environment, the lesson content and process to engage students (Curriculum modifications, alternative teaching strategies methods and techniques). Slides presentation, group discussion and team work practical activities.
Day 5 – Learning process end result
Differentiating the product of the learning process. Αssessment as a compass in the differentiating instruction). Slides presentation, group discussion and hands on activities.
Day 6 – Course closure & cultural activities
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.