Minimizing Modifications for Individual Students

January 21, 2023

Minimizing Modifications for Individual Students

Order Number	65566343756754545
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Minimizing Modifications for Individual Students

This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in relationship to constructivism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week 4 Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students Links to an external site.at the CAST website. To view the video, you will need to sign up for a free CAST account Links to an external site.. Initial Post: Create an initial response that addresses the following areas. Evaluate how the video has strengthened or otherwise changed your views about differentiated instruction? Do you have a deeper understanding and appreciation for differentiated instruction now? Why/ Why not? Analyze the benefits for both students and the teacher when instruction follows the UDL framework when compared to the practice of isolating learners and planning for specific modifications for individual students. Provide evidence from the readings and/or outside sources to support your analysis. Discuss what you learned in the video about setting up a non-threatening learning environment that does not isolate students. For example, what connections can you make between this and what you observed when analyzing the lesson during Week 3 and when evaluating the example or resource in the Week 4 Discussion 1.

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Minimizing Modifications for Individual Students

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.