Learning Brain & UDL Guidelines

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    02-Jan-2016

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Learning Brain & UDL Guidelines. Recognition : the what of learning Multiple means of representation Strategic Network : the how Multiple means of action and expression Affective Network : the why Multiple means of engagement. Goal of learning: Expert learners. - PowerPoint PPT Presentation

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Afternoon Goals:

Learning Brain & UDL GuidelinesRecognition: the what of learning Multiple means of representation

Strategic Network: the howMultiple means of action and expression

Affective Network: the why Multiple means of engagement

@CAST_UDL | #UDL (C) CAST 2014 The three principles come from understandings of what learning really isCog science, neuroscience, what comprises learning, what are the differences between individual learnersThree simple principles for any learning situation, how does individual pick up info, show what they know, and engage with the learningThree main components of nervous system, but also educators, information, ability to make sense of it, ability to express and act on the world, and the ability to be motivated, take action, reach your goals, achieve results you care about.Psychology education and neuroscienceEducation goal, not to provide information or even specific skillsNeed learners who are expert, best at what they can beKnowledgeable, know a lot, be able to do a lot of things, take information, express it well, act effectively on the world, strategies for being effective, not passiveAnd finally expert learners are driven by wanting to learn more, seem incredibly interested and focused, motivated, to learn even more1Goal of learning:Expert learnersResourceful, knowledgeable

Strategic, goal directed

Purposeful, motivated

@CAST_UDL | #UDL (C) CAST 2014

Think of someone you know who is an expert learner. What is it that he/she does?2Flexibility: UDL GuidelinesDo not have to use all - depends on goal

Often using one guideline supports another

Design may take longer at first, but learner variability is supported@CAST_UDL | #UDL (C) CAST 2014 3Multiple Means of Action & Expression

4@CAST_UDL | #UDL (C) CAST 2014 4Plan, execute, monitor actions & skills Strategic Networks: how of learning

@CAST_UDL | #UDL (C) CAST 2014 5The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills. In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture. They work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.@CAST_UDL | #UDL (C) CAST 2014

Provide options for variability in physical action:Vary methods of responseProvide access to tools & assistive technology Consider what you already do in your practice to support this checkpoint.

Provide options for variability in expression:Tools to communicate & composeGraduated levels of support for practice@CAST_UDL | #UDL (C) CAST 2014 Consider what you already do in your practice to support this checkpoint.

Provide options for variability in executive functions:Clear goalsSupport planning & monitoring process@CAST_UDL | #UDL (C) CAST 2014 How did the redesign of the Marshmallow Challenge take this guideline into consideration? Consider what you already do in your practice to support this checkpoint.A source of variability around this guideline to think about is working memory, the ability to hold information in your mind and act on it. For example, in a math class, a teacher may tell students to first go to their desks, take out their math workbooks, turn to page 28, and then do #1-3. Someone with poor working memory will likely do the first task, go to their desk but then will not be able to hold in mind the next steps. Knowing that this variability in working memory exists, how can you design your lessons? Consider, for example, having options to monitor progress (ie: checklists) or visual cues (ie: directions/goals on the board). Not only will this help students with poor working memory, but it will likely help others (ie: those who came to class late!).

For more information on working memory: http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-working-memory-why-does-matterUDL is framweork for diseginng cruirucla taht ebnale all ididnvuilas to gain knlowdege, slkils, and enthsuasim for laerinng. UDL prodives rcih sropptus for leraning and reuedcs briarers to the cruiruclum while minatanniig hgih aihecvemnet stndarads for all. @CAST_UDL | #UDL (C) CAST 2014 Test out your Strategic Networks.9

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