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

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”

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

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  1. CHAPTER 2 Teaching Every Student in the Digital Age: Universal Design for Learning By Katie Burdge Kara Daniels Laura Eigel & Kelly Jackson

  2. Why Research the Brain:Educational Implications The brain is “the most powerful tool that a student brings to the classroom” • 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.

  3. Questions to address • How does the brain work while we are learning? • What conditions help us to learn best? • Why do some people learn differently than others? • Is everyone’s brain built the same way?

  4. Understanding the Learning Brain • Compared to a telephone or a computer network • 1 trillion neurons in the cortex linked to about ten trillion connections • This one large network is made into many smaller networks that are specialized for performing particular tasks

  5. The Three Brain Networks • Recognition Networks • Strategic Networks • Affective Networks

  6. Recognition Networks • Sense and assign meaning to patterns • Enable us to identifyand understand information, ideas and concepts

  7. Strategic Networks • Generate and oversee mental and motor patterns • Enable us to plan, execute, and monitor actions and skills

  8. Affective Networks • Evaluate patterns and assign them emotional significance • Enable us to engage with tasks, learning and with the world around us

  9. Activity • Please sign your full name on the notecard.

  10. Activity • In 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.

  11. Recognition Network:Distributed Processing • Different types of stimuli are recognized in different parts of the cortex • Example: Listening to a word and reading a word will use two different parts of the brain • http://old.cast.org/tesmm/example2_3/brain.htm • Everyone’s brain is unique and uses different parts depending on the task

  12. Recognition Network:Hierarchical Processing • Bottom Up processing: going from using less complex regions of the brain to more complex regions of the brain to interpret information • Top Down processing: using more complex regions of the brain to make sense of less complex regions • CONCLUSION: every student processes information differently

  13. http://www.youtube.com/watch?v=4-4CAqXlVXo

  14. Educational Implications Problem: • Although research has proved that students learn best with different learning techniques, teachers continue to ignore the research and present information in one way. Solution: • Teachers need to understand their students’ strengths and weaknesses so they can provide proper support

  15. Example: • Mr. Costa and Sophia • 7th grade English • Weaknesses: legally blind, uses a desktop magnifier to help see with residual vision • Strengths: Good ear for music and language recognition • Teacher’s Approach: • Make text and images available in digital form • Text-to-Speech translation • Voice Recognition • On-Screen text and image enlargement

  16. Example: • Mr. Sablan and Paula • 3rd grade literacy • Weaknesses: reading comprehension, limited fluency, and context recognition, top-down processing • Strengths: single word decoding, spelling, bottom-up processing • Teacher’s Approach: • Reduce focus on word decoding and help Paula develop strategies to understand the content of reading

  17. References • http://kathrynvercillo.hubpages.com/hub/Two-Faces-or-a-Vase-10-Simple-but-Wonderful-Optical-Illusions • http://www.youtube.com/watch?v=4-4CAqXlVXo • http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm

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