QuickNote Organizer
Name: Katie DeFilippo
Date: March 3
Hour: 2:02
Your Mood: tired but content
Chapter 2 - “What Brain Research Tells us About Learner Differences”
1. What does learning looking like?
2. What parts of the brain are used when learning?
3. Framework - starts with division of brain function and anatomy
- cortex, back of brain, recognizing objects in the world = recognition networks
4. Front half of cortex - mid brain to forehead - act skillfully and strategically in the world = walking, talking, planning to dance, or write an essay
5. Center of nervous system, affective networks = help evaluate what is important, what does the nervous system what is important (hungrey = food)
Chapter 3 - “Why We Need Flexible Instructional Media”
1. complementary veiw of learning
2. Learning materials, instructional technologies, not the learner
3. Fixed media; book, speech - used frequently
3. Digital media - flexable for individual differences, transformed
Chaper 4 - “What is Universal Design for Learning” -
1. Really means to create environments in digital age
2. Origin comes from architecture - changes made for buildings helped show an understanding for the need for changes for people
3. Way are goals are set, How are objectives universal
4. Methods need to vary for ALL students need, look beyond text books
5. Assessment needs to be universal, more acurate of what the students know based on their needs.
Chapter 5 approaches goals - using UDL to set clear goals
1. Gives examples, cases, and how to's to set goals for a universal approach
2. Know the purpose of the goals, and makeing sure there are multiple ways for students to obtain the goal
Chapter 6 - materials and methods for reaching goals
1. Specfically for individual instruction in a classroom of more then one student
2. Critical features
3. Support background knowledge so the lack of does not impair students learning
Chapter 7 - focuses on assessment
1. Barriers of assessment and change it, fix it, and obtain more accurate goals
Chapter 8 - “Making Universal Design for Learning a Reality.”
1. Making universal design for learning possible in the classroom
2. No school that is perfect, this work is not perfect = it is an approach
3. No fixed blue print to the "perfect" classes and schools
4. Encourages ideas to use within the school that should direct them toward a universal design way
