A UDL curriculum is designed from the outset to be accessible to the widest possible range of students. Teachers who have adopted a UDL mindset expect that students will vary widely in learning styles, abilities, and interest. They accept responsibility for teaching all of their students and they build alternatives and scaffolds into curriculum to address different learning needs .
Originally developed in the field of architecture, UDL is not a one-size-fits-all approach. The ultimate goal is to create a flexible instructional environment that works for all students.
“Fair doesn't mean getting everybody the same thing. Fair means giving every child what they need.” Rick Lavoie
Originally developed in the field of architecture, UDL is not a one-size-fits-all approach. The ultimate goal is to create a flexible instructional environment that works for all students.
“Fair doesn't mean getting everybody the same thing. Fair means giving every child what they need.” Rick Lavoie
When new technologies move beyond their initial stage of development, innovations in
curriculum design, teaching strategies, and policies will be driven by the needs of students “at the
margin,” those for whom present technologies are least effective—most prominently, students with
disabilities. The beneficiaries of these innovations will be ALL students.
(Rose, The Future Is in the Margins)
curriculum design, teaching strategies, and policies will be driven by the needs of students “at the
margin,” those for whom present technologies are least effective—most prominently, students with
disabilities. The beneficiaries of these innovations will be ALL students.
(Rose, The Future Is in the Margins)
Dr. David Rose (Teaching Every Student in the Digital Age, 2002) discusses the importance of interpreting brain research from an educational perspective to forge connections between Neuroscience and the classroom. Read below or listen to audio http://udlonline.cast.org/page/module1/l142/
Within the large network of the cerebral cortex there are many smaller network specialized for performing particular kinds of processing and managing particular learning tasks. Three primary networks are structurally and functionally distinguishable, but are closely connected and functioning together, and are equally essential to learning.
In his research, the brain is identified by the networks that reflect their functions: the recognition, strategic and affective networks. “The activation of these networks parallel the three prerequisites for learning described by the Russian psychologist Lev Vygotsky”(Rose, 2008).
Understanding this as an educator is extremely important in planning your instruction for diverse learners in the classroom environment:
Within the large network of the cerebral cortex there are many smaller network specialized for performing particular kinds of processing and managing particular learning tasks. Three primary networks are structurally and functionally distinguishable, but are closely connected and functioning together, and are equally essential to learning.
In his research, the brain is identified by the networks that reflect their functions: the recognition, strategic and affective networks. “The activation of these networks parallel the three prerequisites for learning described by the Russian psychologist Lev Vygotsky”(Rose, 2008).
Understanding this as an educator is extremely important in planning your instruction for diverse learners in the classroom environment:
Recognition Networks: Located at the back of the brain enable us to interpret all information from our senses. PET scans have demonstrated that recognition processes are distributed laterally across many brain regions, so leading to vast individual differences when processing information. Click on to listen to audio of Dr. David Rose or read ahead if that is your learning preference.
The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name.
In a classroom, the recognition networks are essential to learning: students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc.
The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name.
In a classroom, the recognition networks are essential to learning: students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc.
Strategic Networks: Located in the frontal lobe these help to identify goals, make plans and to follow through. We sometimes refer to these skills as our executive functions and they vary greatly between learners. link below to audio if that is what you prefer or read ahead!
The 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.
The 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.
Affective Networks: Attends to the learners’ engagement with materials, tools, people and contexts.
The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests.
In learning situations, affective networks are essential to wanting to learn.
”Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day
The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests.
In learning situations, affective networks are essential to wanting to learn.
”Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day
“Instilling flexibility into methods and materials maximizes learning opportunities, not only for students with identified learning disabilities, but for all students” (Rose, 2002).
Thinking about these networks, reminds us that learning is multifaceted, and barriers in the curriculum can arise in a number of places. We want to, broadly speaking, teach students to
- Recognize essential cues and patterns
- Master skillful strategies for action
- Engage with learning
Try these fun activities to understand more about the networks or view video below on UDL in practice!
http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10
Thinking about these networks, reminds us that learning is multifaceted, and barriers in the curriculum can arise in a number of places. We want to, broadly speaking, teach students to
- Recognize essential cues and patterns
- Master skillful strategies for action
- Engage with learning
Try these fun activities to understand more about the networks or view video below on UDL in practice!
http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10