Also, a colleague of mine articulated a simple flaw in this dinner party analogy as well... When I go to a dinner party I call ahead and ask... "What can I bring?" and if the host says "Nothing." I still bring a bottle of wine... So... What are the students bringing to the table?
You welcome them, thank them for their contribution and then have a potluck! The goal would be to shift toward student-led food so that students bring their own food more and more!
For high end students, what is wrong with just grouping them together? Essentially you have a bunch of people of French heritage, you can just serve some great French food and it’s highly likely be that would be a smash.
Apparently your analogy doesn't fit my learning style, because I still don't understand how "differentiated instruction" and UDL are different things. Perhaps I would understand better if you make a new video that is designed more universally. Better yet, you could make a whole buffet of videos! I'm sure one of them will fit my learning style, and that will help me see clearly how UDL is totally not the same thing as differentiated instruction.....
I think it's far more rewarding to serve up variations of the same dish. Take something and just serve it up in different ways that way everyone gets the same thing but different and then they're all satisfied but all you've had to do is rely on the one dish. Far more efficient.
Differentiated instruction is YOU creating lessons to the abilities of the different learning styles of your students. UDL is focusing on standards that ALL students have to meet but YOU creating choices for the students to show you their thinking and then reflect on it. So essentially the students self-differentiate instead of you deciding what differentiation goes to whichever student. That’s the way I understood it.
The difference between UDL and Differentiated Learning, as I understand it, is that iDifferentiated Instruction, encourages the instructor to look for trends in need and then craft lessons and materials to meet what they assume are the needs of various groups. Instead, UDL provides multiple strategies, allowing students to determine for themselves what strategies and resources will help them achieve the identified outcome. UDL is a more learner centered approach.
What a preposterous approach. Education is to pass on to students what society considers the best skills and knowledge not what each students likes, feels good at or is comfortable with. When you go to basketball camp you learn to play basketball not whatever other game you are good at or like. By not teaching all students the most valuable skills and knowledge and challenging them to go beyond their existing preferences these so-called educators are harming both the students and society
Did you miss the words "firm goals"? The end goal is the same. Students will go beyond what they already know and prefer. More students, in fact, will reach those important goals and master those valuable skills by removing barriers to their learning.
I do see why UDL might at first seem like a preposterous idea; however, if you separate method from content, then I believe it will begin to make more sense. It's important to have firm goals, as you suggest, here. Actually, that is a hallmark of UDL. We do need to have a clear idea of what we want students to learn. The buffet analogy may not be the best example, in part because it's not clear what the goal is. In the classroom, most instructors have a clear idea of what they mean to accomplish (the learning outcome). The question becomes how can we best help students achieve the identified outcome, What methods can we use and what resources can we provide that make it more likely every student will reach the outcome.
isnt a buffet still you providing multiple dishes for the kids to choose from? It seems that a buffet is still the result of multiple different dishes
Yep
Or, if you're smart about it, the same dish served in different ways!
Thank you for sharing!👍
Also, a colleague of mine articulated a simple flaw in this dinner party analogy as well... When I go to a dinner party I call ahead and ask... "What can I bring?" and if the host says "Nothing." I still bring a bottle of wine... So... What are the students bringing to the table?
Hopefully not alcohol…then again
用食物說明，幫助我具體化思考~謝謝!
What do you do when someone shows up with their own food?
You welcome them, thank them for their contribution and then have a potluck! The goal would be to shift toward student-led food so that students bring their own food more and more!
I would offer different choices considering who is attending
For high end students, what is wrong with just grouping them together? Essentially you have a bunch of people of French heritage, you can just serve some great French food and it’s highly likely be that would be a smash.
What if they're vegan or gluten free?
@@bboysandfrygirls6102 Right. You have to accommodate that in order for those students to achieve the goal--eating a meal.
Dónde consigo versión subtitulada al español. ?
Hi Sandra You can select settings on the video - auto-translate - spanish!
Thank you for this video and the Ultimate Guide you created as well.
So essentially its the same thing served two ways. Got it.
Yum!! 😋
Apparently your analogy doesn't fit my learning style, because I still don't understand how "differentiated instruction" and UDL are different things. Perhaps I would understand better if you make a new video that is designed more universally. Better yet, you could make a whole buffet of videos! I'm sure one of them will fit my learning style, and that will help me see clearly how UDL is totally not the same thing as differentiated instruction.....
I think it's far more rewarding to serve up variations of the same dish. Take something and just serve it up in different ways that way everyone gets the same thing but different and then they're all satisfied but all you've had to do is rely on the one dish. Far more efficient.
Differentiated instruction is YOU creating lessons to the abilities of the different learning styles of your students. UDL is focusing on standards that ALL students have to meet but YOU creating choices for the students to show you their thinking and then reflect on it. So essentially the students self-differentiate instead of you deciding what differentiation goes to whichever student. That’s the way I understood it.
@@dcinsc7 That sounds like sounds somewhat like Montessori methods.
The difference between UDL and Differentiated Learning, as I understand it, is that iDifferentiated Instruction, encourages the instructor to look for trends in need and then craft lessons and materials to meet what they assume are the needs of various groups. Instead, UDL provides multiple strategies, allowing students to determine for themselves what strategies and resources will help them achieve the identified outcome. UDL is a more learner centered approach.
045 Curt Haven
Wait, this isnt Undefeated….
937 Paris Forge
Kyleigh Port
Ullrich Branch
From Croatia, EU: A lot of waving of hands, subconscious effort to influence the viewer, but I still do not understand UDL. Sorry.
Hettinger Roads
You are describing the same thing.
What a preposterous approach. Education is to pass on to students what society considers the best skills and knowledge not what each students likes, feels good at or is comfortable with. When you go to basketball camp you learn to play basketball not whatever other game you are good at or like. By not teaching all students the most valuable skills and knowledge and challenging them to go beyond their existing preferences these so-called educators are harming both the students and society
Did you miss the words "firm goals"? The end goal is the same. Students will go beyond what they already know and prefer. More students, in fact, will reach those important goals and master those valuable skills by removing barriers to their learning.
I do see why UDL might at first seem like a preposterous idea; however, if you separate method from content, then I believe it will begin to make more sense. It's important to have firm goals, as you suggest, here. Actually, that is a hallmark of UDL. We do need to have a clear idea of what we want students to learn. The buffet analogy may not be the best example, in part because it's not clear what the goal is. In the classroom, most instructors have a clear idea of what they mean to accomplish (the learning outcome). The question becomes how can we best help students achieve the identified outcome, What methods can we use and what resources can we provide that make it more likely every student will reach the outcome.
So…. Isn’t that basically what good teachers have been doing for decades??
Of the wackest things ever said on this wack app. You sir are the wackest.
Wilson Richard Lee Daniel Taylor Michelle
One of the bigger grifters out there. Got a doctorate. Left the classroom to become an "educational consultant". Classic.
Terrible analogy, absolutely awful.
47780 Kennith Glens