Chapter+6

Kaycie Green & Elyse Conigliaro

Introduction: A Successful learning experiences can be created by the challenges a teacher creates and support each learner receives over time. The goal of UDL is to provide every student this kind of customized and responsive experience. In order to achieve this, the first step is in establishing goals. The next step is to plan instruction so that students have multiple options for achieving their goals. Chapter 6 leads the reader to two important questions: The chapter takes an in-depth look at a few main ideas that could assist teachers in using UDL's within their classroom. http://vocaroo.com/?media=v08SngEyGaWlIRsIn
 * 1) Which //methods// of teaching are most compatible with the ways that each brain network actually functions?
 * 2) What kinds of flexibility must instructional //materials// have to make individualization work?

Main Ideas:

1.__Designing Instruction to Support Recognition Learning__
The first main idea that the chapter touches on is designing instruction to support recognition learning. In order to achieve strong recognition learning skills, the chapter offers multiple teaching methods that can be used.

**Teaching method 1: Provide Multiple Examples** In order to obtain a better grasp and understanding of the subject, a student should be exposed to multiple forms of what is being used. A quote directly from chapter 6 in reference to example says,

// “By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks can extract the critical features that define that pattern and identify new instances that share those features. Thus, exposure to multiple examples supports bottom-up recognition processes”. // // Using multiple examples can benefit the student in numerous ways, especially when technology such as text, image, video, or sound is involved. “Unlike a printed textbook, in which the examples are limited in number and selected by the publisher, the array of materials available in digital form (online and on multimedia disks) lets us build expansive collections of examples suited to our instructional needs and the needs of our students.” // // Another benefit of using technology, as a resource in this field is that the data can be saved and used year to year, or students can share their own findings easily within the class. Additionally, because students can edit and manipulate digital materials, they can learn about patterns by interacting with and changing them. The fact that digital media can expand a teachers ability to collect varied examples of their curriculum makes it extremely valuable to the education system. //

Example: Learning a new language – This video allows the student to hear and see the word in Spanish and English, while associating it with its designated symbol, and also put into use by another child.

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http://vocaroo.com/?media=vG0JDRgEonBUlqcyT


 * Teaching Method 2: Highlight Critical Features **

This method is pretty self explainitoy. In order for the most important information to stick into a child’s memory, a teacher must highlight and elaborate the data to make it known. One way of doing this is using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions while speaking. In text, using symbols such as such as //italics,// **bold-faced type**, font size, and color highlighting can draw learners' attention to the most important parts. Although these are key ways to highlight information, one must be aware that: “textual cues only help those facile with text, spoken words are gone after class, and neither medium may be optimal for working with some kinds of patterns, such as musical themes or geographical features.” Technology is easily collaborated with the use of highlighting or enhancing certain information. Digital media tools can do things such as animations; color highlighting, graphic elements that add emphasis, and the capacity to "zoom in" on photographic images are just a few examples.

One example of a way to highlight critical information is to make a Wordle. A Wordle is a collaboration of important key words that can help a student to understand the concecept or ideas being discussed. Click the link to see a Wordle about chapter 6.

http://www.wordle.net/show/wrdl/2556559/w

http://vocaroo.com/?media=vd4MnTGlZ7hUBbS9F

** __2. Using Instruction to Support Strategic Learning__ **
Students often learn in different ways. Because no one student learns identical to another, multiple approaches and tools that support strategic learning need to be varied.The following teaching methods were a few that were offered for strategic learning within the chapter. **Teaching Method 3: Provide Multiple Media and Formats** Feedback is an extremely critical part of teaching. Students should be able to know if they’re practicing what they’ve learned effectively, and if not how to fix it so that it can be applied correctly. Feedback can come in many different forms. An athlete can watch a video of him/herself, listen to a coach’s observations and tips, watch a demonstration of wrong vs. right, or read a write-up of their game. Feedback is most effective when its provided in an ongoing positive light, supporting the students confidence rather then directly pointing out each negative flaw they may posses “Software tools and digital networks can be an excellent source of ongoing feedback, particularly if students are shown how to take advantage of everything these tools offer. Software programs designed to develop skills such as typing or arithmetic routinely offer specific feedback about performance as students work. And online connections to mentors and peers offer students the chance to seek comments from others outside the classroom.” Here is an example of a children’s educational game that is designed to reward the student when they are correct by getting to different levels of the game, while enforcing other great learning techniques. []

**Teaching Method 4: Offer Flexible Opportunities for Demonstrating Skill** Another essential part of teaching a strategic skill is providing learners with chances to demonstrate that skill. Demonstration challenges the learner to recognize and apply all parts of the information. It also extracts feedback from a larger audience. “Demonstrating skills and knowledge can factor powerfully into motivation, helping learners experience the "why" of learning.” Digital media offers a wide variety offer of tools that can help support demonstration skills. Doing things such as creating a Wiki on the Internet can effectively show how a student applies the information they have learned, while at the same time keeping the sources unlimited. Presentation tools such as HyperStudio and PowerPoint provide templates and tools for incorporating multiple media and for structuring presentations. Publishing software helps students incorporate images and lay out printed work in a professional manner.

**__ http://vocaroo.com/?media=vidYtQTsbsYbf9zlZ __** **__ 3. Designing Instruction to Support Affective Learning __** **Teaching Method 2: Provide Adjustable Levels of Challenge** It is known that students learn their best when their challenge is jut beyond their current capacity of knowledge, but not out of reach. Comfort zones, level of difficulty, and frustrations vary greatly within a classroom. Successful teachers must be able to continually create challenges while being able to adjust them for the different learners within their classes. Adjustable levels of challenge have many advantages. They make the process of goal-setting a structured opportunity for students to practice setting realistic and optimal challenges. Also, students with ADHD and other problems with strategic skills, who often have difficulty setting appropriate goals, can benefit from practice and experience in a supportive learning context. **Teaching Method 3: Offer a Choice of Rewards** A common way to motivate students of all ages is to provide external rewards and punishments. These include deferred rewards like grades as in receiving extra credit, concrete rewards like stickers, increased or decreased privileges like recess and field trips, and social rewards like affection and attention. All teachers should realize that there are two problems with this practice. First, each student has different ideas about what is or is not a reward, and when one should be rewarded. “A trip to the ballet, for example, might be a reward to one student and a punishment to another! Fear of punishment (or failure) spurs some students to work hard, but may discourage or frighten others.” A beneficial UDL environment solves this problem by offering students choices of rewards. Second, external rewards tend to ineffective in the motivation of learning over the long term. “Research shows that extrinsic rewards can result in unintended negative consequences for learning, such as "turning play into work" (Lepper & Greene, 1978). Building students' awareness of accomplishment and progress areimportant factors of UDL. Be sure to engage in the students broad interest when distributing rewards. http://vocaroo.com/?media=viQ37XQx9xeQVj4RL