Chapters 4 and 5: Universal Design for Learning

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Chapters 4 and 5: Universal Design for Learning by Mind Map: Chapters 4 and 5: Universal Design for Learning

1. What is "essential for some" is almost always "good for all

2. Chapter 5

2.1. Key Questions

2.1.1. Think about how the learners will engage with the lesson

2.1.2. Think about how information is presented to learners

2.1.3. Think about how learners are expected to act strategically to express themselves

2.2. Affect

2.2.1. how these Guidelines can be used as a lens to re-frame and improve classroom practice meeting learner variability - seeing variability instead of a disability to see the curriculum as the problem, not the learners

2.3. Recognition

2.3.1. how these Guidelines can be applied in the design of online learning tools How can UDL help us design learning experiences that will reach varied learners ?

2.4. Strategy

2.4.1. the deep connection between these Guidelines and the learning brain Students differ in their ability to develop competent executive functions Students differ in their ability to learn and coordinate simple movements Students differ in their primary motor capabilities

3. Chapter 4

3.1. What is the goal of education? Does it go beyond mastery of a skill

3.2. "Perhaps the biggest misconception underlying many reform efforts may have been treating the individual learners as separate from their contexts or environments"

3.3. LEARNER VARIABILITY is systematic and to a large degree predictable

3.4. Affective, recognition, and strategic

3.5. The digital environment has opened the door for many opportunities for diverse learners to use materials, change them, and understand them.

3.6. Engagement

3.6.1. Provide options for self regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skill and strategies Develop self reflection and self assessments

3.6.2. Provide options for sustaining effort and persistence Heighten goals Vary demands of resources to optimize challenge Foster collaboration and community Increase mastery-oriented feedback

3.6.3. Provide options for recruiting interest Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions

3.7. Representation

3.7.1. Provide options for comprehension Activate or supply background knowledge Highlight patterns, critical features, big ideas, and relationships Guide information processing, visualization, and manipulation Maximize transfer and generalization

3.7.2. Provide options for language, mathematical expressions, and symbols Clarify vocab and symbols Clarify syntax and structure Support decoding of text, mathematical notation, and symbols Promote understanding across languages Illustrate through multiple media

3.7.3. Provide options for perception Offer ways of customizing display of information Offer alternatives for auditory information Offer alternatives for visual information

3.8. Action and Expression

3.8.1. Provide options for executive functions Guide appropriate goal setting Support planning and strategy development Enhance capacity for monitoring progress

3.8.2. Provide options for expression and communication Use multiple media for communication Use multiple tools for construction and compositions Build fluencies with graduated levels of support for practice and performance

3.8.3. Provide options for physical action Vary the methods for response and navigation Optimize access to tools and assistive technologies

3.9. “I would also tell any teacher that implementing the UDL principles is relatively simple. If you just think, how am I going to present this lesson in a variety of modalities and how am I going to keep my students engaged in a variety of modalities, and how am I going to assess in a variety of modalities, it's really not that difficult.”