Name: Liz LaRocca
Date: October 8, 2007
Time: 10:00 P.M.
Mood: Tired
Chapter 2 What Brain Research Tells Us About Learner Differences
Learners cannot be reduced to simple categories such as “disabled” or “bright.” They differ within and across all three brain networks, a collection of nerve cells (neurons) that, connected together, carries out a particular function (not unlike a computer or telephone network). showing shades of strength and weakness that make each of them unique.
I felt that this was really interesting and important to realize because children shouldn’t be put into 2 categories because all students are different no matter if they have disabilities or if they are extremely bright.
Chapter 3 Why We Need Flexible Instructional Media
Traditional classroom materials and media, like books and speech, come in “one size” for all, but they do not fit everyone. Inflexible media actually create barriers to learning.
This is a great moment of chapter three because just like all children are different, all children learn differently. They need a great amount of diverse materials to learn from in order for them to learn to their highest capacity.
Chapter 4: What is Universal Design for Learning?
The key to helping all students achieve is identifying and removing barriers from our teaching methods and curriculum materials. I feel that this idea was key because as teachers, we are told that reflecting is a great way to learn, and this statement proves how important it is. By reflecting back on how your students learn and which activities work and what ones don’t, you are able to change and tweak your methods and materials to help students achieve their goals.
Chapter 5 Using UDL to Set Clear Goals
Brain research supports the idea that clear goals are essential for learning, but teachers often lack clear goals for students, in part because our reliance on traditional, fixed media leads us to believe there is only one path to learning. This key idea is interesting because when growing up, and being in a classroom as a student, I could tell which teachers were set on their own ideas and material and that it didnt change with the times. Because, now I volunteer at the same elementary school I attended, and some of the teachers I had are still teaching with the same materials they had when I was in school.
Chapter 6 Using UDL to Support Every Student’s Learning
Individualizing the ways that students work toward goals is feasible if a variety of tools and media are available. This idea is essential for teachers who are willing to provide the best materials possible for their students. It shows that teachers who care enough to make a change actually can and it will support every student’s learning.
Chapter 7 Using UDL to Accurately Assess Student Progress
Giving the same written test to all students is neither fair nor accurate. When a single, inflexible medium is used for testing, students’ skills with that medium become hopelessly confused with the skills we intend to measure. I believe this statement 100% because not all children do well in a test taking situation and it is such stressful situation to put a young child in. One test shouldn’t make or break a students progress.
Chapter 8 Making Universal Design for Learning a Reality
The major components necessary to implement UDL at the local level within a district are technology infrastructure, administrative support, teacher training and support, redefined roles for special and regular education teachers, a new curriculum planning model, parent and community involvement, and creative funding. Involvement from parents and the community is a very important aspect of any type of learning but especially for UDL. In order for UDL to work, there needs to be support from all parts of the community is necessary. UDL can be a great evolution in education and should become a reality.
