Brain Research and Learning Differences

1. Brain Research and Learning Differences The brain is one big integrated network, but we think of it in three groupings: (Laureate Education, Inc., 2010).

2. Back of the Brain • The WHAT of learning(Rose& Meyer 2002). • Recognition is located in the back of the brain. This part processes things that come from sensory organs such as eyes, ears, etc. It also processes patterns and recognizes what things look and sound like (Laureate Education, Inc., 2010).

3. The Front of the Brain • The HOW of learning (Rose & Meyer 2002). • The strategic part of the brain is located in the front. This is the part that allows us to move our muscles, dance, plan to act, plan a route to the store, etc.(Laureate Education, Inc., 2010).

4. The Center of the Brain • The WHY of learning (Rose & Meyer 2002). • The affective part of the brain houses our emotions It is what makes us scared, excited, content, etc. It is this part of the brain that is able to evaluate patterns and identify what is important, and then decide what action is the most important to take (Laureate Education, Inc., 2010).

5. There is not just one type of student. All students brains are looking for things that are the same all the time and things that are new or different all the time. They are all seeking to learn in their own way(Laureate Education, Inc., 2010). • Students cannot be labeled disable or bright. They must be seen as unique with differences and needs (Rose & Meyer 2002). • It is important to build individualized lessons and flexibility into the curriculum (Rose & Meyer 2002).

6. How are brain research and UDL connected? • Brain research supports UDL ideas that many modalities of presentation and expression help learners learn. It also supports using adaptive technology to aid learners. It not only supports students with academic diversity, but also diversities in culture, ethnicity and language. It does this through technologies that help learners learn such as language translators, speech to text, heritage, celebrations of culture and ethnicity (Rose & Meyer, 2002).

7. UDL and Brain Research • The central role of technology in UDL is what really connects it to the brain research. It is though this modality that many types of learning can occur. The explosion of technology and its constant changing and new tools allow teachers and students to use many things for learning. This inclusion ties everything together. UDL meets the demands of brain research through not only its philosophy but in its application as it meets the needs of learners in multitudes of ways and allows for choices by the learner and presenter (Laureate Education, Inc. 2010).

8. How can CAST help? • CAST has many tools available for educators and learners. Three of those could be used by me and my school. • First, the UDL goal setter can help teachers set goals that are supported instead of confused by the lesson plans and activities. This could be helpful to my school in the sense that it would make it easier for teachers to stay focused and achieve the learning in the classroom that is intended by the standards.

9. Second, CAST has a lesson builder that will aid teachers in planning and staying focused as well. This lesson builder could be invaluable for teachers in my school. Teachers may use the lesson builder daily as they plan and implement lessons to help students learn.

10. Lastly, my school could use the UDL book builder. This aid helps students and teachers create online books and view and share them. This could be a wonderful tool for students to express learning or for teachers to develop in order to teach concepts to students. This is actually the tool from which I think my school could benefit the most. This tool could be used by everyone.

11. How do we meet the needs of all learners? There are many things to keep in mind, but a few tips are : Include technology and be careful to include your content with it, be aware of assistive technologies, collaborate, get training, be flexible, and use technology to communicate with others (Kingsley, 2007).

12. The Cast Resources: • Cast has several sources to help with the task of creating lessons that work. • UDL Goal Setter • UDL Class Profile Maker (paper backup available in textbook) • UDL Curriculum Barriers Finder (paper backup available in textbook) • UDL Solutions Finder (paper backup available in textbook)(CAST, Inc. 2002–2011). • Other resources: • Curriculum self-check: Explore resources. Retrieved from http://udlselfcheck.cast.org/resources.php#curriculum • CAST, Inc. (2005–2011). UDL lesson builder. Retrieved from http://lessonbuilder.cast.org/ • CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/

13. Resources • CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org /teachingeverystudent/tools/ • Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media. Intervention in School & Clinic, 43(1), 52–56. • Laureate Education, Inc. (Executive Producer). (2010). Program Thirteen. Brain Research and Universal Design for Learning. [Webcast]. Universal Design for Learning. Baltimore, MD: Author. • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http:// www.cast.org/teaching everystudent/ideas/tes/