- Oct 2024
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www.commonsense.org www.commonsense.org
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. In our research, 53% of tweens (age 8–12) and 69% of teens (age 13–18) reported that using social media distracts them when they should be doing schoolwork.
I think that maybe during that quiet time where students are instructed to work on their schoolwork, they can put their phones away in their backpack, but taking the phone away from day to day probably isn't the most plausible answer.
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www.edutopia.org www.edutopia.org
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there’s no need to hide because struggle and failure are neutralized, normalized, and even celebrated.
I appreciate how they discussed being open to getting an answer wrong and working with those students, with patient to help them gain a better understanding of the topic.
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Walking toward equity will help us to create inclusive, 21st-century classrooms.
Allowing access to certain resources that enhance a student's learning is the prime example of a well-structured classroom
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- Sep 2024
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udlguidelines.cast.org udlguidelines.cast.org
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The first two versions of the UDL Guidelines (version 1.0 and version 2.0) presented the UDL principles in the following order: Provide Multiple Means of Representation, Provide Multiple Means of Action and Expression, and Provide Multiple Means of Engagement. With UDL Guidelines version 2.1 in 2014, a shift was made to this order. Instead of beginning with the UDL principle, “Provide Multiple Means of Representation,” this version begins with “Provide Multiple Means of Engagement.” This shift was meant to highlight the essential role that engagement plays in learning and was motivated by the literature as well as educators’ input.
UDL guidelines no longer begins with the principle of "provide Multiple Means of Representation, instead it begins with "Provides Multiple Means of Engagement." This was done in order to highlight how important engagement is in learning. That in order to learn, we have to be interested in what we're learning.
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The UDL Guidelines are not meant to be a prescription or a checklist, but a tool that offers a set of suggestions that can be applied to instructional design to reduce barriers, sustain and honor learners’ multiple identities, and maximize learning opportunities according to specific learning goals.
The ULD guidelines aren't here to limit us, but to be a helpful tool in amplifying our skills and different ways of learning.
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Each of these networks tend to be spatially distinguishable in the brain: the affective networks are generally situated in the center of the brain, the recognition networks are located in the back/posterior regions, and the strategic (motor) networks are positioned in the anterior/front of the brain. While it should be noted that all the networks work together, CAST focuses on this simplified model of the brain to highlight what is relevant for the learning brain and to try to understand and plan for learner variability.
The ULD's networks are spatially distinguishable in the brain. The affective networks are for the center in the brain, the recognition network is in the back/posterior, and the motor networks are in the anterior/front.
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