Notes by Wendy Verrei-Berenback<\/p>\n
Background on UDL (learning sciences)<\/p>\n
Applications<\/p>\n
Teaching Practice<\/p>\n
Disappointing and odd semester – We are All Human<\/p>\n
Broad Setting<\/p>\n
National Instructional Materials Accessibility Standard<\/p>\n
Increase availability and timely delivery of print mater in accessible formats to blind and other students w. print disabilities in elementary and secondary schools<\/p>\n
Print disabilities – is important language to include – watershed moment<\/p>\n
Outcome: Digital xml versions of every textbook published after 2006<\/p>\n
Every textbook in schools (schools must provide these texts free of charge)<\/p>\n
Higher Education Commission has been charged by Congress to study same issue at the higher ed level<\/p>\n
CAST, Skip Stahl – will lead this commission (not official)<\/p>\n
What are the difference between learning dis. and a print disability – fundamental shift that is harbinger of things to come<\/p>\n
Difference is that starts to define disability in a different way – the disability is defined in the<\/p>\n
Interaction between the individual and their environment – the disability is never decontextualize<\/p>\n
Everyone is disabled in some situation in their lifetime -when they are interacting w. the environments they encounter.<\/p>\n
Print – the environment is a part of what will define whether or not you are disabled<\/p>\n
in a print environment many are disabled that they are not disabled in other environments<\/p>\n
Learning conditions are disabling<\/p>\n
Collocations of print and disability<\/p>\n
Will we see curriculum-based disability? – there is not enough oxygen in this curriculum for this kid<\/p>\n
The law does NOT define print disability; vague can be better. Let case law define this over time. Organic view. Over definition can hurt yourself<\/p>\n
Four groups are covered in NIMAS (based on a 1931 law, U.s.c. 135a)<\/p>\n
What works and does not work with this definition<\/p>\n
Three advances in 70+ years,<\/p>\n
advances in our understanding of learning, disability, and technology and media<\/p>\n
20 years exploitation of evidence for how brain learns<\/p>\n
Science was determined: all learning abilities and disabilities are “organic”<\/p>\n
More expertise – brain becomes more active in left<\/p>\n
More novel – brain more active in right<\/p>\n
Task is treated differently over time<\/p>\n
Glucose burn is a nice marker of learning – it is becoming a different brain, wire and sculpt itself<\/strong><\/p>\n Brain does not change under these conditions – you already know how to do this; OR if the task is too hard<\/p>\n Need the zone of proximal development – just right; not too hard, not too easy<\/em><\/p>\n How to do this w. a lot of people in an environment w. students w different background knowledge<\/p>\n Neuroscience slides of glucose brains are AVERAGES<\/p>\n Individual slides show variability<\/p>\n Brain also changes in over time – developmental phase and what you use situational<\/p>\n Reading emotions – teenagers uses amygdala, adults use pre-frontal cortex<\/p>\n Last five years – watch the brain change as a result of experience<\/p>\n Example: study taxi drivers in England, looking at hippocampus<\/p>\n Taxi drivers – bigger hippocampus than “average” (spatial location)<\/p>\n Experience as ADULTS are changing our brains<\/p>\n Reverse can happen – if you (significant) stress over a sustained period of time, hippocampus will physically shrink<\/em><\/p>\n Not as functional<\/p>\n Differentiated by Stress<\/p>\n What’s Next?<\/p>\n A novel environment is stressor – nervous system gets prepared,<\/em><\/p>\n Can mobilize positively (here is something I have to do or learn – challenge) <\/em><\/p>\n OR<\/em><\/p>\n Can perceive as threat (get out of there! brain responds in a different way) this is bad, we need to get out of here<\/em><\/p>\n Research – how does a person decide if an it is a challenge or threat<\/em><\/p>\n Individual does an attribution – how hard, threatening is it?<\/p>\n What resources do I have to meet this threat – if you feel you have the resources, then you move towards challenge, if you feel you do not, move towards threat<\/p>\n Resources (internal, external)<\/p>\n If you have extra support in the environment – does the threat response go down?<\/p>\n Reading tasks w. electronic reader (extra resources) does it move towards challenge?<\/p>\n Measuring LD and “regular” kids – not shows significant results until<\/p>\n LD kids coming into environment – “we are going to be reading” – they come in stress when they hear they will do be reading<\/p>\n Coming into a threat situation<\/p>\n Regular kids did exhibit this way<\/p>\n LD kids are chronically in a state of high-stakes threat walking around school – affecting their hippocampus<\/p>\n Preparatory pathological state in every day school – how do I get out of here??!!<\/em><\/p>\n >>>>>>>>>>>>><\/p>\n Individual differences in the means of representation<\/p>\n Task – “Draw what you saw”<\/p>\n Williams Syndrome (they see detail)<\/p>\n Down Syndrome (they see the large shape)<\/p>\n (Matched w. IQ – 50)<\/p>\n Assumption: if we lecture – all kids get the same thing – incorrect – the learning happens in the interaction between the individual and the environment<\/p>\n Learning is differienated by task<\/p>\n UDL – orients using 3 different brain networks<\/p>\n Recognition<\/p>\n Perceive, re-create and dream the world<\/p>\n Information in – always come to the back of the brain; perceive info in the environment and transform into usable knowledge<\/p>\n How do you remember things? Recreating the image in the brain – “do that again”<\/p>\n What’s next: measuring baronet activity in epilepsy patients has recorded individual brain cells in the act or recalling a spontaneous memory<\/p>\n Make the same cells light up again – it cells you are used to make the image, when you asked to recall it, they light up again. You “remake” the image<\/p>\n Memory is a cognitive act of construction – “there is no vault” – you are remaking the memory! That is why eyewitness testimony is not always reliable!<\/p>\n Distort re-construction of the memory<\/p>\n There is nothing stored in memory, you become better at reconstructing things over time<\/p>\n Are we receiving information? You are making up stuff on the basis of what you receive on the retina<\/p>\n Zeki – h how is color perceived by the brain – you don’t perceive it, you make it up.<\/p>\n “Color constancy is the most important property of the color system,” declares neurobiologist Semir Zeki of University College, London.<\/p>\n >>>>>>>><\/p>\n Strategic<\/p>\n Frontal cortex – plans, organize ad initiate purposeful actions on the environment<\/p>\n Grows late in adolescence – not strategic in the way they receive information, no purpose in how they are using information<\/p>\n Ex: not reading for purpose – do not know why\/what they are doing<\/p>\n Trace eye movements of students w. reading disability – do not have strategy when looking at text book page<\/p>\n low executive function – do not know where to go (new type of text books)<\/p>\n Question: Where is the “maker?” (of the memory)<\/p>\n Back – reconstructs it (not perfectly)<\/p>\n Front – choose what you remake<\/p>\n Affective – if I remake it, I will also feel it<\/p>\n When we asked to remember the Simpsons – 3 things light up – couple of visual cortex, prefrontal cortex, (have a plan that you make to recall the image)<\/p>\n Affective<\/p>\n Monitor internal and external environment to set priorities and to motivate learning and behavior – defines<\/p>\n Color your experience – experience it as feeling<\/p>\n Of what importance is it? When you look at this something – why do I care about this? If I don’t care, I am going to move on<\/p>\n WHAT NEXT<\/p>\n Nervous System recognizes objects, figures out a plan, WHILE affective part is looking for things that are important (run away, go there, remember it, etc.)<\/p>\n “Walking around in an emotional landscape” – nervous system responses to physical locations associated w. memory<\/p>\n Reading – trouble w. recognizes patterns, don’t know how to plan, affective says it is not important OR it we have to get out of here (even if you try to make it low stakes)<\/p>\n UPTAKE:<\/p>\n The more you understand about what happens in the brain in learning, the more you realize that the act of learning is an organic change in the brain.<\/p>\n That is the way we remember things<\/p>\n WHAT IS NEXT – That criteria for NIMAS will not hold up in case law- it is all ORGANIC; current criteria is not sustainable<\/p>\n Advances in our Understanding of Disability<\/p>\n Last 7 years – view has changed<\/p>\n “Old days” – disability resides in the individual<\/p>\n UD in architecture – you see the building as part of the problem, not the individual was the beginning<\/p>\n Providing alternatives – they change the view of how is disabled and who is not<\/p>\n What are the sources of variation that we need to pay attention to in designing for learning?<\/p>\n What is appropriate to very (i.e. is construct irrelevant and what in inappropriate to vary – is construct relevant?<\/p>\n What do you need to pay attention to?<\/p>\n WHAT NEXT<\/p>\n neuro-diversity – we all differ, only when we are confronting w. environment that problem of disability occurs<\/p>\n This spring: new books<\/p>\n The Strengths of Neurodiversity, Alex Olinkowwitz<\/p>\n www.brainhe.com<\/p>\n What is the upside of the side that we are diverse?<\/p>\n “Emily”- video of asperser\u2019s syndrome – young woman talking about her experience<\/p>\n ” Neurotypicals” and the Myth of Aspersers<\/p>\n When we confront standardizing conditions, then some people will get left out<\/p>\n Simone Berran Cohen (Autism researcher) Oxford<\/p>\n www.autismresearchcentre.com\/<\/p>\n a lot of this colleagues have children w. autism – incidence is high<\/p>\n Science, Math<\/p>\n New research – what are autistic brains “good” at? Rather than what is wrong<\/p>\n Krista Hyde Fabieen Samson Neuroanatomial differences in brain areas implicate in perceptual and other core features of autism reeled by cortical thickness analysis and voxel-based morphometry<\/p>\n J. Autism Dev Discord<\/p>\n Before we start fixing people, what is the diversity in skills people have – are we under recognizing what people have?<\/p>\n Not worse,<\/p>\n People may do poorly in your classes that are smarter than you in different ways.<\/p>\n NIMAS Laws – saw disability is broken and something that they “have”<\/p>\n Great diversity and the idea that you can separate disability and ability – is not going to hold up in the future<\/p>\n Not going to be a bright line<\/p>\n CAST focus –<\/p>\n With New media – can say that books are really good for instructional media anyway<\/p>\n Flexibility of new media – some information and display it inn different ways<\/p>\n Give us one good digital version – can manipulate it for multiple ways of representation<\/p>\n Adjustable challenges and support to reduce threat and increase challenge – there is MORE help in the “text”<\/p>\n More resources available.<\/p>\n UDL Editions by CAST (reading environments)<\/p>\n > Follows the CAST guidelines for multiple means of representation<\/p>\n (link)<\/p>\n Provide options for:<\/p>\n Perception<\/p>\n Language and symbols<\/p>\n Comprehension<\/p>\n What’s Next?<\/p>\n Scholastic working w. CAST<\/p>\n “Expert Space” – how are we going to teach students info literacy in a media-rich world – in this environment, print looks disabled<\/p>\n (You have options to choose, what is important to you)<\/p>\n 1. Watch It (video)<\/p>\n 2. Read it (lots of resources) – options for Lexile levels (difficulty); read along, dictionary, take notes<\/p>\n 3. Dive Deeper<\/p>\n > Gradual release of information – thousands of articles. Lexile w. reading support (not shut out because of reading ability)<\/p>\n This information is available in multiple ways w. resources and support (Back part of the brain)<\/p>\n How does it deal w. front part of the brain – built in tools and resources?<\/p>\n Note taking (reminds students to cite sources)<\/p>\n Bibliography<\/p>\n Outline (drag and drop_<\/p>\n Project Ideas<\/p>\n Skill Builders<\/p>\n Dictionary\/Atlas<\/p>\n Strategy and skill building lessons (w. support and resources, feedback)<\/p>\n Tutorials:<\/p>\n Setting Goals<\/p>\n Searching for information<\/p>\n Evaluating sources<\/p>\n Note taking<\/p>\n Outlining<\/p>\n Citing sources<\/p>\n >>>>>>>>>>>>>>>><\/p>\n Expression<\/p>\n Provide options for:<\/p>\n Physical action<\/p>\n Expressive skills and fluency<\/p>\n Executive functions<\/p>\n >>>>>>>>>>>><\/p>\n What has print disables? Our schools have print disabilities, not the students who have the disability<\/p>\n David Rose’s course: http:\/\/universaldesignforlearning2010.edublogs.org\/<\/a><\/p>\n Student example:<\/p>\n paviter.edublogs.org<\/a><\/p>\n Tools:<\/p>\n Book Builder<\/p>\n http:\/\/bookbuilder.cast.org<\/a><\/p>\n Voice Thread<\/a><\/p>\n This afternoon – more tools demonstrated plus stuff<\/p>\n Didn’t work in my class<\/p>\n Students have own blogs -and choose whose blogs to comment on<\/p>\n Same “social groupings_ occur in blog – aggregated into social groups<\/p>\n Some blogs did not get comments on<\/p>\n Ethical Problem<\/p>\n Is it OK to be a student and never do the reading? Tracking for electronic books (Rose could see student highlighting, note taking, when and if they did the reading) is this TMI?????<\/p>\n","protected":false},"excerpt":{"rendered":" Notes by Wendy Verrei-Berenback Background on UDL (learning sciences) Applications Teaching Practice Disappointing and odd semester – We are All Human Tried new things – did not work out real well teaching Neurological issues – changed the way he looked … Continue reading \n
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