Presentation of UDL and Brain Research.

3. Three Principles of UDL Examples: Podcasts can provide an outstanding avenue for a child who has a disability with writing text. Gifted students may prefer to write a book report in their blog rather that writing it in a journal to hand in to the teacher where no one else can read and respond to their thoughts. Examples: Students with limited visibility should have an enlarged copy of course materials. English language learners should have access to online translators or partnered with students who can serve as a translator. Examples: Rewards and recognition will help students maintain motivation. Use collected data to isolate student’s interests. Students should be given the opportunity to generate their understanding and contributions to the class through various means. Each child has a predisposition to the ways they prefer to communicate ideas. Principle I Provide Multiple Means of Representation Principle II Provide Multiple Means of Action and Expression Principle III Provide Multiple Means of Engagement Subject matter should be presented in a variety of was to accommodate learners with different learning abilities or styles. Students should be given frequent and feedback. Information and activities should be relevant to individuals interests and goals. Encourage internal regulations of motivation and emotion.

5. Three Brain Networks “ Strategic networks are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills.” Teachers should provide students opportunities to practice with supports and allow flexible opportunities for demonstrating skills. “ Recognition networks are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts.” Teachers should present information in multiple ways or examples while highlighting critical features and supporting background knowledge. “ Affective networks are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us.” Teachers should offer choices of content and tools based on student interests. Offering rewards and choices of learning context helps stimulate intrinsic motivation. (Rose & Meyer, 2002) Recognition Network The "what" of learning Strategic Networks The "how" of learning Affective Networks The "why" of learning

6. CAST Online Tools and Resources Lesson builder provides opportunities for teachers to learn about UDL, view example lessons, and create their own UDL influenced lessons. Creating a login is required to assess the creation portion of this tool. Lesson builder is a great way to help our school transition to the new common core curriculum. This guided approach to lesson planning will help address diverse learners as we target education standards. Book builder allows teachers to create or digitize course texts, handouts, and lessons so that they can be presented with a computer. This technology allows for font size and color adjustment, highlighting text, and text-to-speech. In addition, foreign language translation is supported. This is a excellent way to provide multiple means of representation to students in our school. The two modules provide rich media explanations and examples of the principals of UDL and how these principals are used in lesson development. These modules are excellent for introducing UDL concepts to new teachers and veteran teachers through in-service training. Click here CAST UDL Book Builder ™ CAST UDL Lesson Builder CAST UDL Online Modules Click here Click here