Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
What options do teachers have for presenting content?
UDL Principal #1 supports recognition learning, provide multiple, flexible methods of presentation.
Recognition networks are specialized to sense and assign meaning to patterns and thus facilitates the identification and understanding of information, ideas, and concepts.
To support diverse recognition networks teachers should:
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
What options can teachers give students for responding to learning activities?
UDL Principal #2 supports strategic learning, provide multiple, flexible methods of expression and apprenticeship.
Strategic networks are specialized to generate and oversee mental and motor patterns which enable the planning, execution, and monitoring of actions and skills.
To support diverse strategic networks teachers should:
Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
What are some strategies teachers use to engage students?
UDL Principle #3 supports affective learning, provides multiple, flexible options for engagement.
Affective networks are specialized to evaluate patterns and assign them emotional significance which promotes the engagement with tasks and learning.
To support diverse affective networks teachers should:
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