Sunday, March 9, 2008
Monday, March 3, 2008
Universal Design for Learning
QuickNote Organizer
Name: Stacey Lyford
Date:3-3-08
Hour:7pm
Your Mood:Tired
Chapter 2 - “What Brain Research Tells us About Learner Differences”
1. The front half of the brain that goes from the middle to our forehead is predominantly involved in allowing us to act skillfully and strategically in the world.
Chapter 3 - “Why We Need Flexible Instructional Media”
1.The medium can carry the same information but display it and engage kids in it in very different ways.
Chaper 4 - “What is Universal Design for Learning” -
1.There's no way to present information equally to all students if you do it in one way.
Chapter 5 approaches goals - using UDL to set clear goals
1.We really need to set clear goals for a broad set of students that will apply to standards. Motivation is key to achieving goals; students who are unmotivated are not going to learn.
Chapter 6 - materials and methods for reaching goals
1. In order to make sure that students recognize information we should highlight critical features.
Chapter 7 - focuses on assessment
1. We need to assess assessments that they are more accurate and so that they respond to individual differences.
Chapter 8 - “Making Universal Design for Learning a Reality.”
1. This chapter does not give a blueprint, but it talks about the areas where one should think about the UDL.
Name: Stacey Lyford
Date:3-3-08
Hour:7pm
Your Mood:Tired
Chapter 2 - “What Brain Research Tells us About Learner Differences”
1. The front half of the brain that goes from the middle to our forehead is predominantly involved in allowing us to act skillfully and strategically in the world.
Chapter 3 - “Why We Need Flexible Instructional Media”
1.The medium can carry the same information but display it and engage kids in it in very different ways.
Chaper 4 - “What is Universal Design for Learning” -
1.There's no way to present information equally to all students if you do it in one way.
Chapter 5 approaches goals - using UDL to set clear goals
1.We really need to set clear goals for a broad set of students that will apply to standards. Motivation is key to achieving goals; students who are unmotivated are not going to learn.
Chapter 6 - materials and methods for reaching goals
1. In order to make sure that students recognize information we should highlight critical features.
Chapter 7 - focuses on assessment
1. We need to assess assessments that they are more accurate and so that they respond to individual differences.
Chapter 8 - “Making Universal Design for Learning a Reality.”
1. This chapter does not give a blueprint, but it talks about the areas where one should think about the UDL.
Sunday, March 2, 2008
Vocabulary
1. debenture
de·ben·ture (d
-b
n
ch
r)
2. mameluke
Mam·e·luke (m
m-l
k
)
de·ben·ture (d
-bnchr)n.
1. A certificate or voucher acknowledging a debt.
2. An unsecured bond issued by a civil or governmental corporation or agency and backed only by the credit standing of the issuer.
3. A customhouse certificate providing for the payment of a drawback.
2. mameluke
Mam·e·luke (m
m-lk)n.
A member of a former military caste, originally composed of slaves from Turkey, that held the Egyptian throne from about 1250 until 1517 and remained powerful until 1811.
Subscribe to:
Posts (Atom)