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Running Head: WEEK TWO ASSIGN

Week Two Assignment: Technology-Enhanced Strategies

Supporting the Needs of All Learners
Keith C. Quarles
EDU697: Capstone: A Project Approach (MKJ1550A)
Dr.: Keith Pressey
12-21-22

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Running Head: WEEK TWO ASSIGN
Introduction
With the introduction/incorporation of technology into the classroom, the prospects for
desugning lesson plans that are suitable to a diverse group of learning may be measurably
enhanced. Web 2 .0 tools, in particular offer instructions designers/learners a variety of means of
multimedia, wordprocessing and research resources through the read-write web. In this paper,
through a study of a lesson redesign the author offers assertions supported by scholarly reference
that explores the importance of designing lessons to support the needs of all learners.
Importance of Universal Instruction Design
When each one. teach one initiatives were implemented by the United states
Government and local/city/state government agencies. maybe the reach one factor should have
been part of the phrase/cliche/plan as the idea glourished in learning communities. In other
words. it is reasonable to assume that in orderr to teach each one, one must first reach each one!
Learners have differing cultural backgrunds, learning aptitudes/attitudes and preferences
regarding how ne receives instruction/guidance beneficial to ones unique learniing experience.
Thus, instruction designers must adapt to the characteristics of the learners as a diverse group
while giving due consideration to individuality. Smith (2002, 2008) states, another helpful
theory to look at when thinking about designing learning that meets the needs of all learners is
Howard Garners Theory of Multiple Intelligences. In designing learning activities you should
think about how various people learn best (p.1). Diferent people think and process information
differently but maybe if an instructor can find a common denominator to motivating any student
the individual and th group as a whole may benefit. Computers are very popular and useful.
Technology is a part of daily life it seems these days. Maybe, part of the format designed to
reach each student on a common ground involves the use of compputer/technology. Of course

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Running Head: WEEK TWO ASSIGN
the idea has been explored by resarchers with various credentials. Universal Design Learning
encompasses an evaluation of goals, barriers, methods, materials and learner assessment in order
to create a needs-based design for classroom teaching/learning that supports all learners (Cast,
n.d.). A universal design signifies ecnomies of scale I teaching because the format may be easily
adaptable to most learning situations. In turn, the idea of universal design implies that the
design supports the needs of all learners and may spur concerned instructors to redesign lessson
strategies/plans which can lead to actual lesson redesign. Considering the diversity of the learner
group is an issue that requires instructors to plan lessons with every lerner in mind.
Sample Lesson Redesign
The lesson can be redesigned to include technological innovative/disruption (PowerPoint
integration) in order to reach the learners on a common ground with an initiative for creating
technical competence and awareness of Web 2 .0 technology. Thus, the instructors redesign is
as follows: See PowerPoint Attachment.
Challenges to Redesigning Lesson
The challenges to redesigning the lesson involved choosing technology that fits th
learning environment, easily accessible and user-friendly to the class holistically with
conssideration for an emergent/prevailing learning curve. According to Haggerty and Goodwin
(2010),
The first step in redesigning the college algebra course was to consider the various
emerging web-based software packages. ALEKS (Algebra LEarning Knowledge Spaces,
[I]) was chosen because it is a mastery learning program and it contains many high
caliber college algebra problems. (p.1)

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Running Head: WEEK TWO ASSIGN
The most responsible method of choosing technology to suit the host of learners would be to
include the learners in the decision making process; thus, each learner was given a survey by
through Survey Monkey, a basically free survey creation website, which contained lists of Web
2.0 tools and questions designed to gauge the learners familarity with Web 2 .0 in addition to
open-ended questions regardinng interests in the applications that were not as familar to a
particular learner. In turn, as an instructor, I was able to preliminarily gauge the technical
prowess and interest in Web 2.0 through the Powerpoint intergation into the instruction as a
means of teaching/learning particularly for the current learning environment.
Conclusion
Instructors who are awaree the neeed to redesign lessons have taken the first step in
improving some lesson plnning. With the introduction/incorporation of technology into the
classroom, the prospects for desugning lesson plans that are suitable to a diverse group of
learning may be measurably enhanced. Web 2 .0 tools, in particular offer instructions
designers/learners a variety of means of multimedia, wordprocessing and research resources
through the read-write web. Instructors are still lerning how Wnb 2.0 can aid
teaching/learningin a classroom setting. Schorlars supportt the udea of technological integration
into cllassroom instruction. Instuctior must choose a universal design format that is usrfriendly/mutuau bnrficial to all stakeholders in te lezrn ing envitonment. through a study of a
lesson redesign the author offers assertions supported by scholarly reference that explores the
importance of designing lessons to support the needs of all learners..
Remember, in selecting and redesigning your MATLT activity for this assignment, you want
the end product to clearly illustrate your ability to design learning opportunities that
apply technology-enhanced instructional strategies to support the needs of all learners.
Remember, you must include an explanation of which principles and theory you chose and
why; as well as a discussion of the design and implementation challenges experienced
during the redesign.

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Running Head: WEEK TWO ASSIGN
Intellectual Elaboration: Universal Design for Learning
Throughout your studies in the MATLT program you may have come across a model referred to
as The Universal Design for Learning (UDL). This is a great model which aims to meet the
learning needs of a diverse population. Check out this video (length: 4min. 36 sec.) which gives
a very nice overview of UDL.
An Overview of UDLIntellectual Elaboration: Multiple Intelligences
Another helpful theory to look at when thinking about designing learning that meets the needs of
all learners is Howard Garners Theory of Multiple Intelligences. In designing learning activities
you should think about how various people learn best. Some may be more verbal while some are
more mathematical. Some may be more intrapersonal while other may like to work with others.
The following is an overview of the different intelligences obtained from Smith (2002, 2008).
A looks at the MIs
Linguistic intelligence: This intelligence relates to spoken and written language. It could include
the ability to learn languages, the capacity to use language to accomplish certain goals, or the
ability to effectively use language to express oneself rhetorically or poetically.
Logical-mathematical intelligence: This intelligence relates to the capacity to analyze problems
logically, carry out mathematical operations, and investigate issues scientifically. It could also
include the ability to detect patterns, reason deductively and think logically.
Musical intelligence: This intelligence relates to skills in the performance, composition, and
appreciation of musical patterns. It could also include the capacity to recognize and compose
musical pitches, tones, and rhythms.
Bodily-kinesthetic intelligence: This intelligence relates to the potential of using one's whole
body or parts of the body to solve problems and/or the ability to use mental abilities to
coordinate bodily movements.
Spatial intelligence: This intelligence relates to the potential to recognize and use the patterns.
Interpersonal intelligence: This intelligence relates to the capacity to understand the intentions,
motivations and desires of other people. It is often associated with the ability to work with
others.
Intrapersonal intelligence: This intelligence relates to the understanding of oneself, to appreciate
one's feelings, fears and motivations.
Naturalist intelligence: This intelligence relates to the ability to recognize, categorize and draw
upon certain features of the environment.
References
Cast (n.d.). UDL at a glance. Retrieved January 21, 2013 from http://www.youtube.com/watch?
v=bDvKnY0g6e4.
Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of
informal education, Retrieved January 21, 2013 from http://www.infed.org/thinkers/gardner.htm
12-25-15
In order to fulfill unmet learning needs which

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Running Head: WEEK TWO ASSIGN
create gaps in instructions design, Universal design Learning (UDL) may be incorporated into
instruction design strategies. Universal design learning encompasses an evaluation of goals,
barriers, methods, materials and learner assessment in order to create a needs based design for
classroom teaching/learning that supports all learners. (Cast, N.D.) Thus, teachers/learners have
a variety of means to convey/express learning initiatives, findings and feedback. Through
employment of UDL, instruction designers
seeks to eliminate barriers to learning by
providing multple means of representation (multimedia), multple means of action and
expression-models, feedack and support- and multiple means of engagement which includes
find different ways to motivate learners through instruction design and learning environment
assessment (Cast. n/d.) The video further recommends tips to guide the integration of Universal
Design Learning. Instruction designers should always accentuate learning goals, get rid of
barriers and show different ways and provide different options that engage stuents and keep their
interests (Cast, n.d.) Consideration for Howard Gardners nine multiple intelligence
theory/principles may be a critical element in assessing the learning environments and its
peculiar needs. Smith (2002,2008) states, in designing learning activities you should think
about how various people learn best. Some may be more verbal while some are more
mathematical. Some may be more intrapersonal while other may like to work with others (p.1).
Gardner suggests that students learn in different ways and with differing intelligences; thus,
instructors must assess the individual strenghths/intelligences of the lerners and form diverse
learning instruction based on the intelligence levels/distinctions among the members of the
learning environment. From my experience with teaching with technology while training
business associates online, I learned that diferent lerners have different stregths and weaknesses
whch must be assessed and design must be catered to accentuate strenghths while stegthening
weaknesses Thus, I paired associates with differing strenghths in order to cover each ones
weaknesses. thus, ones strenghths may cover anothers weakness and in turn make the group
stronger as a whole. The instruction design that resulted was universal to the group without
being too generic or generalized. Ultimately, the group intelligence assessment and diversity
became the focal point for instruction design for our training/instruction purposes.
References
Cast (n.d.). UDL at a glance. Retrieved January 21, 2013 from http://www.youtube.com/watch?
v=bDvKnY0g6e4.
Hagerty, G., Smith, S., & Goodwin, D. (2010). Redesigning college algebra: Combining
educational theory and web-based learning to improve student attitudes and
performance. Primus : Problems, Resources, and Issues in Mathematics Undergraduate
Studies, 20(5), 418-437. Retrieved from http://search.proquest.com/docview/520536609?
ccountid=32521
Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of
informal education, Retrieved January 21, 2013 from http://www.infed.
org/thinkers/gardner.htm