Group+4+-+Chapter+6


 * Group 4 - Chapter 6 (T/Th section) **




 * Section 1: (Angelina) **

-UDL should give a good outline for teachers to follow to be able to differentiate in the classroom

 * Section 2: **

-Teachers can use different teaching strategies for the different learning styles and intelligences as they learn what those differences are in their students.
|| **//- Figure 6.1 -//**

**//Network-Appropriate Teaching Methods//** ||
 * **To support diverse __recognition networks:__**
 * Provide multiple examples
 * Highlight critical features
 * Provide multiple media and formats
 * Support background context.
 * To support diverse __strategic networks:__**
 * Provide flexible models of skilled performance
 * Provide opportunities to practice
 * Provide ongoing, relevant feedback
 * Offer flexible opportunities for demonstrating skill.
 * To support diverse affective __networks:__**
 * Offer choices of content and tools
 * Offer adjustable levels of challenge
 * Offer choices of rewards
 * Offer choices of learning context. ||

**Section 3: (Brianna)** We need to teach each child as an individual, which can be difficult when using various tools and technology. Each and every child learns differently and a teacher needs to be able to see the barriers that could prevent the children from learning from the regular curriculum. Teachers can put up barriers between children and learning by using the "one size fits all" technique. They need to be able to use graphics, music, and videos in their classrooms in an attempt to reach all children. Here is a link which describes ways to find barriers between children and learning: []

Regular classrooms use tools like pen and paper tests, and textbooks instead of branching out to other types of instruction. The book gives these examples as alternative media to use in the classroom: Below is a picture of an example of a web organizer
 * Multimedia composition tools such as HyperStudio, Kid Pix, and PowerPoint.
 * Web-capable electronic graphic organizers (see Figure 6.2) such as Inspiration and Kidspiration.
 * Programs that support the translation of content from one medium to another (e.g., text-to-speech and text-to-image) such as CAST eReader, Pix Reader, Pix Writer, and Intellitalk II.

A few other examples are: .media type="youtube" key="k6gCaGEi3rA" width="425" height="350" Teachers need to incorperate many different types of media in the classroom. That way all students can learn in ways that make sense to them.
 * Songs, here is an example of a song to learn the Greek alphabet:
 * wiki sites
 * class websites
 * YouTube videos

For further explanation, a video on instructing students: []

Four teaching methods for designing instruction to support recognition learning:
 * Section 4: (Alaina) **

1. Provide multiple examples- Students can use their scaffolding techniques to determine patterns and structures. If you state what is part of a group and what is not, then students can come up with a rule based on seeing critical features that define something. This is part of the bottom-up thinking process which can be very effective for problem solving. Also, a variety of sources and technology can be used to provide multiple examples which is useful because each student learns in a different way. Including visual, auditory, or even tactile examples of a concept can facilitate learning.

2. Highlight critical features- Teachers should point out key differences and emphasize unique things about a concept. For example, similar formulas in math may have differences that seem minute. Educators should highlight the changes so it's easier for students to distinguish amongst them. In giving lectures, it is also helpful to point out critical features by changing pitch, tone, pauses, gesturing, or facial expression. These concepts can also be applied to written notes by changing font size, italicizing, or highlighting words.

3. Provide multiple media and formats- Technology and other sources should be used to the maximum extent possible. This means presenting information in an array of formats where all students will benefit. Applying Howard Gardner's theory of multiple intelligences is important because it proves that everyone learns in different manners. Representing information in a variety of ways, especially through the use of technology is one of the most widely researched topics in UDL and constitutes much of the curriculum.

4. Supports background knowledge- This is where the top-down recognition process is involved. Teachers help students build on their prior knowledge by relating new information to topics they already know about. Educators can also facilitate this process by jogging the memory of students using online activities and digital aids. For example, a teacher could post links and Power points on previous information just so students can use it as a reference.

Because students have different cognitive approaches to learning, it is important for educators to address each student’s way of learning. Tips for this include: An example given is Ms. Chen’s classroom and how she manages her students:
 * Section 5: (Curtis) **
 * __Provide flexible models of skilled performance__: Show student’s different ways of approaching the same problem using different Medias. With this a student can see the similarities and differences in the approaches allowing them to internalize the key points of a lesson.
 * __Provide opportunities to practice with supports__: While teaching a complex idea (like writing a paper) focus on the building blocks of that Idea (like spelling, paragraph and sentence structure, and staying on topic)
 * __Provide Multiple Media and Formats__: In order to help students learn effectively, make sure that they are consistently getting feedback, both positive and negative, show them what they’re doing right and on what they might need to improve on. Use things such as text-to-speech so the student can hear their own work. Instead of constant re-reading. Let them hear and see their work from other view points. Peer reviewing works well too.
 * __Offer Flexible opportunities for demonstrating a skill__: Let students display the skills they’ve learned either through presentations, applications in the “real world”, peer review, and multi-media. Examples: A pianist has a recital, Major League Baseball has the home-run derby.
 * She gives the students a set goal before class.
 * Provides them with examples of the same goals in their final form.
 * She allows her students to explore the examples in multimedia; audio, video, and print
 * She allots for class discussion, and provides many opportunities for students to internalize and re-approach the building blocks from different perspectives to successfully reach their goals.


 * Section 6: (Leah) **

Motivation is an important part of teaching. Teachers need to know their students. They need to know how each student learns because all students learn differently. Motivation allows children to get interested in school. Students can love to learn if we teach them in a way that motivates them. There are four different methods that can be used to accomplish this goal.

Students like to have choices and digital media is a great way to offer a variety of choices to all students. This is a site that allows students to tour the pyramids. []
 * Teaching Method 1: Offer Choices of Content and Tools**

This is a site showing the physics behind different sports. []

Software Programs

Write, Camera, Action allows users to become movie producers and students who have a hard time with textbooks can learn about science through simulations online. []

Students learn at different paces. There are students who may need extra help. There are students who need more of a challenge. Digital media can help teachers cater to the indiviual needs of the students. This website offers different math problems and games with five different skill levels. Students can learn how to set realistic goals by practicing with different skill levels. []
 * Teaching Method 2: Provide adjustable levels of challenge**

Providing external rewards and punishments is another way of motivating students to learn. Examples: stickers money increased or decreased priveleges like recess or field trips According to Universal Design for Learning, there are two main problems with this teaching method.
 * Teaching Method 3: Offer a choice of awards**

1. Students have different ideas about what is or is not a reward. Fear of punishment may motivate some children but will not motivate all children. 2. According to research, external rewards may be inappropriate and ineffective over a long period of time.

Factors in the classroom or home, such as noise and activity, can affect students in different ways. Some students may work well with noise while others need a quiet area to do an assignment or study. Another example would be a student who can create a story without any guidance and another student who needs help with a topic or an idea to create a story. By offering different options, teachers can allow students to reach their highest potential.
 * Teaching Method 4: Offer Choices of Learning Context**

Example: The Great Math Adventure is a tool that allows students to choose different learning contexts. There is an optional interactive helper that allows students to either figure things out on their own or structure their learning experience externally.

Glimpsing the Future: Curricula with Built-In Flexibility

 * Researchers at CAST have been designing a new type of curriculum design that, they believe, will be the future of teaching. This curriculum incorporates technology that will not only individualize lessons for every student, but also give students and teachers flexibility in learning.**
 * **"Engaging the Text Project," the goal of this reject is to develop readers who are strategic, engaged, and self aware as learners.**
 * **"Thinking Reading," a research prototype, in the project, of a supported learning environment that can be customized for different learners**
 * **Embeds strategy instruction into digital versions of award-winning children's literature.**
 * **Scaffolding for all three networks**
 * **Recognition: Text-to-speech & Vocabulary**
 * **Strategy: Establish purpose (Predicting, Questioning. Clarifying, summarizing, visualizing, and making personal connections).**
 * **Affective: Age appropriate & challenging levels.**
 * **Research shows improvement on standardized reading tests for students who have been using the prototypes.**
 * || [[image:http://www.cast.org/teachingeverystudent/content/images/ThinkingReaderArrows6_7.jpg width="450" height="279" caption="Screen shot of Thinking Reader."]] ||


 * Section 8:**

The Value of UDL in Instructional Design

 * As Teachers we can provide the best support by individualizing pathways to learning.**
 * **Flexible methods & materials make this possible.**
 * **As long as learning goals are carefully specified, we can provide this flexibility while still preserving the points of resistance necessary to learning.**