EDUC 5313 Week 5 Post

I selected the article authored by Basham et al., (2010) regarding the Response to intervention and how the concept can be related to universal design and effectively integrated with the use of technology in student learning. Response to intervention is discussed in the article to be the “...means to achieving high-quality instruction for all students and, as needed, provide more intensive and structured intervention to ensure that students attain success both academically and behaviorally” (Basham, et al., 2010). The function of universal design for learning, as suggested by this article, is to frame RtI along with the meaningful implementation of tools such as technology and evidence-based strategies to best support students in their learning (Basham, et al., 2010). Using UDL as a guiding point for RtI allows for the exploration of the various elements that comprise the learning environment to more acutely meet the unique needs of all learners, including students who receive mandated accommodations. To be able to understand the potential impact of using RtI along with UDL, knowledge of where the frameworks intersect provides the most impactful direction in which to develop the intended instructional design. One such intersection between RtI and UDL is that of sharing “...a comprehensive system focused on proactive research-based practices aimed at providing meaningful educational outcomes for all students” (Basham, et al., 2010). This alignment grounds both frameworks in meeting the needs of any learners in the learning environment in sound educational practices, which in turn leads to repeatable success when the design is implemented in other spaces. RtI and UDL additionally work to create a learning environment that is adaptable to students' needs, especially through the utilization of technology within the learning environment (Basham, et al., 2010). With the intentional use of modern technology in the design, the flexibility provided by the technology gives educators an increased measure of strategies in which to provide tiered support for students. Ultimately, both RtI and UDL are geared towards problem solving within learning (Basham, et al., 2010). The scaffolds and tools that encompass the synergetic relationship between RtI and UDL blend to create an environment and solution in which all students can be successful (Basham, et al., 2010). The elements of this article that relate to my lesson planning process are that of creating a learning environment with tools that scaffold to the needs and current ability levels of my students, as well as the technology specifically being directed towards solving a problem that the students are attempting to solve. My use of BandLab and the variety of methods to create music (i.e. sampling preloaded tracks, and recording virtual instruments) allows students to explore what works best for their solution to the challenge of creating music using virtual instruments. That idea also aligns with the centering of RtI and UDL on problem solving being embedded in the learning environment.

Two strategies for integrating UDL into my lesson I have found are to encourage flexible means to achieve the goal, as well as to make learning personally relevant. By encouraging flexible means to achieve the goal, the learning environment can provide the safety to students to take risks in their music making process. This in turn creates a deeper connection and level of engagement between the student and the product of their work. In making learning personally relevant, students will create music that they personally connect to. Students come from diverse backgrounds and life experiences; as such their relationship to music and art is as varied as they are. By giving students the tools to create music that adequately reflects their identity and emotions, they are more likely to engage with the tools provided to create their music.



References:

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to rti: embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.