Connecting to Serve All Quick Reference
Universal Design for Learning (UDL), English Language Learners (ELL), and Academically & Intellectually Gifted (AIG)
Principle I: Multiple Means of Representation
In a Nutshell
General Examples
Especially for ELL
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The "what" of learning
Gives diverse learners options for acquiring
information and knowledge – different
cultural or linguistic backgrounds, sensory
and learning disabilities, etc.
Present information and content in different
ways – visual & auditory as well as printed
text
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Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
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ELL Examples
Non-verbal representation Non-Verbal
Language Support
is important - English
 Modeling
 Word banks
language skills are still
 Pictures
 Word walls
growing. Make use of the
 Realia/Concrete objects
 Labels
five senses. Model
 Gestures
 Graphic Organizers
content and academic
 Manipulatives
 Sentence Starters
language so students can
 Demonstrations
 Sentence Frames
see and hear.
 Hands-on
Representation that
provides language support
is critical.
Principle II: Multiple Means of Action and Expression
In a Nutshell
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The "how" of learning
Provide learners options for demonstrating
what they know
Differentiates the ways that students can
express what they know
General Examples
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Thumbs-Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-ups
Especially for ELL
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May understand a
concept, but not be able to
express comprehension in
English.
First language is
important in the
acquisition of the second
language.
ELL Examples
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Role-play
Illustrations/Drawings/Visuals
Gestures
Use first language to help each other
Bilingual dictionary
Use first language to explain or check comprehension
Provide resource in languages other than English
Build relationships with families
Principle III: Multiple Means of Engagement
In a Nutshell
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The "why" of learning
Stimulates interest and motivation for
learning
Taps into learners' interests, offers
appropriate challenges, and increases
motivation
General Examples
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Bounce Cards
Air Writing
Case Studies
Role Plays and Simulations
Concept Charades
Response Hold-Up Cards
Networking Sessions
Especially for ELL
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Interaction is important –
structured, collaborative
activities
Group depending on the
particular activity and
characteristics of student.
ELL Examples
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Student Interaction
Oral comprehension supports reading and writing
development
Differentiate collaborative activities
Connecting to Serve All Quick Reference
Universal Design for Learning (UDL), English Language Learners (ELL), and Academically & Intellectually Gifted (AIG)
Why Should I Differentiate for Gifted?
How do I Differentiate for Gifted?
Characteristics of Gifted Learners
 Not all gifted students are the same!
 Faster pace of learning (2-3 repetitions)
 Precocity for information
 Ability to synthesize information within and across disciplines (conceptual understanding)
 Intensity of learning in area of interest
 Asynchronous development
Learning Needs of (Some) Gifted
Non-Negotiables for Gifted Learners
 Gifted Children Vary in Needs and Strengths
 Mindset of Differentiation in Class, School, LEA
 Pre-assessment to understand needs and strengths
 Flexible Grouping
 Social and Emotional Needs Addressed
 Academic and Cognitive Growth Addressed
AIG: All Day, Every Day!
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Complexity – Abstract-thinking, variety of concepts, subjects and strategies
Depth – Higher levels of thinking, concepts
Creativity – Open-endedness, choice
Acceleration – Rapid pacing, Focus on Growth
Relevance – Personal interest, real-world problems and audiences, connections
Best Practices for Gifted
 Enrich, extend and accelerate the Standard Course of Study
 Differentiate through content, process and product.
 Concept-Based Learning
 Integration of Disciplines
 Inquiry-Based options
Tools & Strategies for Challenging Gifted Learners
 Concept-Based Teaching
 Tiered Assignments
 Project-Based Learning
 Curriculum Compacting
 Independent Study with Rubrics
 Seminars
 Other
All with appropriate challenge!