1. Recognition Networks: Exercise your recognition networks processing by quickly listing the individual objects you recognize in this picture.

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1 2013 Idaho Partnership Conference National DLD Conference Making Academic Content Accessible for All Learners Using UDL Karren Streagle, Ph.D. and Howard Fan, Ph.D. Presenters: Karren Streagle, Ph.D. Assistant Professor of Special Education College of Education Idaho State University Howard Fan, Ph.D. Assistant Professor of School Psychology College of Education Idaho State University Your Three Brain Networks Worksheet 1. Recognition Networks: Exercise your recognition networks processing by quickly listing the individual objects you recognize in this picture. 2. Reflecting on Recognition: You probably identified lots of objects including people, pictures, furniture, doorways, tables and chairs. Many of these objects are in poor light or only partially shown, yet your powerful recognition networks recognized them instantly. 3. Strategic Networks: Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose. How old are the people in the picture? UDL Handout page 1

2 What historical period and geographical location do you think this picture represents? Why? How might the people be feeling in this picture? 4. Reflecting on Strategy: Now view the images below. They show the eye movements of the same person looking at the same image, the Unexpected Visitor, yet each one is different. Why? Like you, this viewer inspected the image with different goals each time. First, he was instructed to identify the ages of the people in the image. Second, he was asked to determine what the people were doing before the visitor arrived. Each new strategy resulted in a different pattern of eye movements. When you looked at the picture with different goals, you probably looked at the parts of the picture in different orders and focused on different elements of the picture. Where did you look for each question? Because you used different strategies to reach different goals, you looked at different parts of the picture each time. 5. Affective Networks: Turn into your affective networks by looking at this picture once again, just to see what grabs you. What in particular strikes you about this picture? Note something about yourself that might have led you to focus on these particular aspects: 6. Reflecting on Affect: What you see in the picture depends on your interests, background, and general state of mind. A psychologist might attend to the expressions on the people's faces, while an interior designer might take note of the room's decor. The mother of a toddler may be drawn to the child seated at the table, whereas a musician may first notice the piano. Someone who is tired or hungry may find little to notice at all! 7. Summary: This little exercise shows that all three brain networks are working when you do something as simple as view an image. Look at your notes above and you will see that each network contributes something vital to the task. This is true of everything we do and everything we learn. UDL Handout page 2

3 UDL Solutions Finder Tool: Recognition: represent information in multiple formats and media Suggestions below are tied to four key methods for teaching pattern recognition. 1. Multiple Examples Multiple versions of story, math process, content Multimedia collections Images Sounds Text Video/animation Concept maps Links to online examples from Web page Multimedia concept map with online/local links Animation of text meaning (software, Web) 2. Multiple Media and Formats Multimedia glossary, online, CD-ROM or teacher-made Alternative representations across media: E-text with text-to-speech Text and audio descriptions for still images Spoken descriptions for video images Tactile graphics Voice recognition-convert to text Image collections in concept maps Text outline, highlighting key concepts Digital photographs from field trips or home Recorded, digitized sounds and stories Adjustable font size, color, background color Adjustable digital images (e.g., maps) 3. Highlight Critical Features Visual concept maps (Inspiration) Multimedia templates (Hyperstudio, PowerPoint) Color highlighting in word processing Graphic highlighting (circles, arrows, boxes) Links to animations showing key elements Software offering different presentations E-text outline, main points (with text-to-speech translation) 4. Support Background Knowledge Web pages with links to related information Links to author information Key vocabulary (image map, hyperlinks to words) Translation to other languages (online tools) Expansion of information-build multimedia collections Online links to experts Multimedia glossary, encyclopedia Strategy: provide multiple pathways for students' action and expression Suggestions below are tied to four key methods for teaching skills and strategies UDL Handout page 3

4 1. Models of Skilled Performance Product models-finished versions of target skill Process models-showing process steps Collections of completed products (Web links/local) Past student work Work of experts Teacher generated examples Students in other settings Multimedia collections-stories, facts, information Online links to work of experts 2. Practice with Supports Talking word processor (e.g., Write Out Loud) Templates to structure work as appropriate Scaffolds, use depending on goal: Spell check, grammar check Built-in calculator Clip media (all sorts), student projects Text-to-speech for content reading Graphic organizers (e.g., Inspiration) Hyperstudio story or presentation template Chapter-end answers partially structured 3. Ongoing Relevant Feedback Digital voice record, play back Text-to-speech while writing Links to online mentors Links to peers/editors (e.g., Digital portfolio-review and compare Prompts to self-reflect, record reflections Online publishing, local network or Internet Digital graphing of progress 4. Demonstration of Skills Multimedia presentation tools (Hyperstudio, PowerPoint) Web-capable graphic organizers (Inspiration) Publishing software (Hyperstudio, Pagemaker) Web site design tools (Home Page, Dreamweaver) Multimedia recording, image digitizing, digital cameras Media banks-images, sounds, animations, video Digital recording Draw tools Affect: provide multiple ways to engage students' interest and motivation Suggestions below are tied to four key methods for building motivation and engagement. 1. Choice of Content and Tools Selections of content for learning skills and strategies Web sites with supplementary, related activities Multimedia presentation and composition tools Digital cameras, recording devices Web page with content options and choices UDL Handout page 4

5 Selection of stories/non fiction for learning to read Tie activities to student's deep subject interests 2. Adjustable Support and Challenge Software/Web sites offering management systems Optional scaffolds (- teacher/student discretion) Templates supporting process Templates supporting content Choice of level, same activity or goal Optional help (student or teacher discretion) 3. Choice of Rewards Individualized feedback to support student needs Explicit feedback specific to student progress Minimal extrinsic "rewards" not tied to work Build student self-monitoring Feedback related to explicit student goals Opportunities for demonstrations Built-in structured peer feedback 4. Choice of Learning Context "Web quest" designs, with varied structure Software/Web sites, options for feedback and support Flexible work groups-pairs, small groups, individual Templates with optional structure and support Earphones Embedded hyperlinks, used at student option Student choice of sources CAST and UDL Resources CAST National Center on UDL YouTube CAST: National Center on UDL: CAST Teaching Every Student: Teacher-Friendly UDL Resources: UDL Tools and Activities: UDL Guidelines: CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. UDL Handout page 5