Teaching Every Student in the Digital Age: Universal Design for Learning

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CHAPTER 2. Teaching Every Student in the Digital Age: Universal Design for Learning. By Katie Burdge Kara Daniels Laura Eigel & Kelly Jackson. Why Research the Brain: Educational Implications. The brain is the most powerful tool that a student brings to the classroom - PowerPoint PPT Presentation


<p>Teaching Every Student in the Digital Age: Universal Design for Learning</p> <p>Teaching Every Student in the Digital Age: Universal Design for LearningByKatie BurdgeKara DanielsLaura Eigel&amp; Kelly JacksonCHAPTER 2Katie1Why Research the Brain:Educational ImplicationsThe brain is the most powerful tool that a student brings to the classroom</p> <p> If we can learn how each individual student processes information, then we as educators can find the best methods to assist our students and help them reach their full potential.</p> <p>katie2Questions to addressHow does the brain work while we are learning?</p> <p>What conditions help us to learn best?</p> <p>Why do some people learn differently than others?</p> <p>Is everyones brain built the same way?Katie3Understanding the Learning BrainCompared to a telephone or a computer network</p> <p>1 trillion neurons in the cortex linked to about ten trillion connections</p> <p>This one large network is made into many smaller networks that are specialized for performing particular tasksKelly4The Three Brain NetworksRecognition Networks</p> <p>Strategic Networks</p> <p>Affective Networks</p> <p>Kelly5Recognition NetworksSense and assign meaning to patterns</p> <p>Enable us to identify and understand information, ideas and conceptsKelly6Strategic NetworksGenerate and oversee mental and motor patterns</p> <p>Enable us to plan, execute, and monitor actions and skillsKelly7Affective NetworksEvaluate patterns and assign them emotional significance</p> <p>Enable us to engage with tasks, learning and with the world around us</p> <p>Kelly8ActivityPlease sign your full name on the notecard.Kelly9ActivityIn order to sign a birthday card, you have to understand the concept of a birthday. You have to be able to identify the car, the pen/pencil you are using, your hand as you write, and your signature. All of these tasks require your recognition network. Your goal of signing the card, which includes picking up the pen, moving it to produce your signature requires use of your strategic network. You were given a very tiny piece of paper to sign your name, making small corrections such as reducing letter size so you do not run out of space also requires your strategic network. The motivation to sign the card comes from your affective network. You are using your feelings that connect you to your friends to stay on track and sign the card.Kelly10Recognition Network:Distributed ProcessingDifferent types of stimuli are recognized in different parts of the cortex</p> <p>Example: Listening to a word and reading a word will use two different parts of the brain</p> <p>http://old.cast.org/tesmm/example2_3/brain.htm Everyones brain is unique and uses different parts depending on the task</p> <p>Kara11Recognition Network:Hierarchical ProcessingBottom Up processing: going from using less complex regions of the brain to more complex regions of the brain to interpret informationTop Down processing: using more complex regions of the brain to make sense of less complex regions</p> <p>CONCLUSION: every student processes information differentlyKara12</p> <p>http://www.youtube.com/watch?v=4-4CAqXlVXo</p> <p>Kara13Problem:Although research has proved that students learn best with different learning techniques, teachers continue to ignore the research and present information in one way.</p> <p>Solution:Teachers need to understand their students strengths and weaknesses so they can provide proper supportEducational ImplicationsLaura14Example:Mr. Costa and Sophia7th grade EnglishWeaknesses: legally blind, uses a desktop magnifier to help see with residual visionStrengths: Good ear for music and language recognitionTeachers Approach:Make text and images available in digital formText-to-Speech translationVoice RecognitionOn-Screen text and image enlargementLaura15Example:Mr. Sablan and Paula3rd grade literacyWeaknesses: reading comprehension, limited fluency, and context recognition, top-down processingStrengths: single word decoding, spelling, bottom-up processingTeachers Approach:Reduce focus on word decoding and help Paula develop strategies to understand the content of readingLaura16Referenceshttp://kathrynvercillo.hubpages.com/hub/Two-Faces-or-a-Vase-10-Simple-but-Wonderful-Optical-Illusions http://www.youtube.com/watch?v=4-4CAqXlVXohttp://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm</p>


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