UDL was created to ensure all learners can access information and demonstrate understanding regardless of abilities. It is based on brain research showing individual brains learn differently. UDL principles provide multiple means of representation, expression, and engagement through choices of content and tools. When implemented through tools like voice recognition software and digital books, UDL supports all learning styles and ensures equitable education for diverse students. It creates an inclusive environment where all students are engaged and motivated to learn.
Engaging Learners in through Blended Virtual Learning Spaces (Draft 1)David Cloutier
A brief and early overview about some of the great work we've been doing at Willow Park School (an Arts-Centered Learning School) about learner engagement, student voice, and student choice.
This concept of providing students with "supplementary aids and services necessary to achieve educational goals" could soon be applied to all students.
http://www.ccsprojects.com/– CCS Presentation Systems partner SMART Technologiesuses Smart Board Technology to improve student learning outcomes and streamline lesson planning with Smart Boards. CCS also teaches users (teachers, administration etc) how to use the smart board.
Create, Collaborate and Curate: working and supporting 21st Century learners.debbieholley1
This talk will explore potential ways forward in terms of thinking about how we can reconceptualise materials for the digital age. Open Educational Resources (OERS) offers the affordances for us to create, individually or in groups and to share our artefacts for reuse and repurpose; digital tools can assist us in collaborations across the world, or even just across our own campus. Curating of our own work as well as that of our students can offer affordances of building profiles for different stakeholders in the learning process (for example, librarians, learning technologists, ALS as well as language experts) and by sharing we develop more collegiate ways of working. With modelling the good practices we want our own learners to embrace, we can overcome the challenges of the ‘new’, while retaining and valuing our existing evidence based teaching. The work of Lev Vygotsky frames this approach, and offers insights into how technology can mediate and enhance the ‘more capable peer’role in developing materials for use by, and with, our students.
Engaging Learners in through Blended Virtual Learning Spaces (Draft 1)David Cloutier
A brief and early overview about some of the great work we've been doing at Willow Park School (an Arts-Centered Learning School) about learner engagement, student voice, and student choice.
This concept of providing students with "supplementary aids and services necessary to achieve educational goals" could soon be applied to all students.
http://www.ccsprojects.com/– CCS Presentation Systems partner SMART Technologiesuses Smart Board Technology to improve student learning outcomes and streamline lesson planning with Smart Boards. CCS also teaches users (teachers, administration etc) how to use the smart board.
Create, Collaborate and Curate: working and supporting 21st Century learners.debbieholley1
This talk will explore potential ways forward in terms of thinking about how we can reconceptualise materials for the digital age. Open Educational Resources (OERS) offers the affordances for us to create, individually or in groups and to share our artefacts for reuse and repurpose; digital tools can assist us in collaborations across the world, or even just across our own campus. Curating of our own work as well as that of our students can offer affordances of building profiles for different stakeholders in the learning process (for example, librarians, learning technologists, ALS as well as language experts) and by sharing we develop more collegiate ways of working. With modelling the good practices we want our own learners to embrace, we can overcome the challenges of the ‘new’, while retaining and valuing our existing evidence based teaching. The work of Lev Vygotsky frames this approach, and offers insights into how technology can mediate and enhance the ‘more capable peer’role in developing materials for use by, and with, our students.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Take a look at this picture what do you see? Now think of what a person in a wheelchair is thinking. Did you see: -steps -building -railing -lights -archway
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6. CAST: Center for Applied Special Technology “ CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning” (Cast Inc., 1999-2011). “ Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies” (Cast Inc., 1999-2011).
9. How does brain research and UDL relate? Although all brains share these general characteristics, individual brains differ substantially-a point that bears critical implications for teaching. Understanding the specialized functions of the recognition, strategic, and affective networks can help us appreciate the unique strengths and weaknesses of individual students (Rose and Meyer, 2002). Recognition Network: “What” Strategic Network: “How” Affective Network: “Why”
10. Recognition Network -“How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks” (Cast, 2011). -Individuals learn differently so they need to learn through seeing, hearing, and reading according to their learning style.
11. Strategic Network -“Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks” (Cast, 2011). -Students need to present information according to their learning styles to fully understand and grasp the concepts.
12. Affective Network -“How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions” (Cast, 2011). -Students need to learn in ways that are exciting to them. Teachers need to have multiple ways of engaging students to keep everyone involved.
13. UDL, Technology, and the 3 Learning Networks “ It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know – to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others” (Cast 2011). -With the use of technology students can get a more interactive experience. Thus targeting all 3 networks while learning. “ Dedicated educators always find ways to design curricula that meets the needs of all learners, whether they are using technology or not. However, powerful digital technologies applies using UDL principles enable easier and more effective customization of curricula for learners” (Cast 2011).
14. UDL supports cultural, ethnic, linguistic, and academic diversity The 3 principles ensures that all learners no matter what ethnicity, culture, or academic background are able to process the information and learn. As mentioned before the brain works differently from student to student but by understanding the 3 networks and focusing on the students strengths and weaknesses we will be able to support all learners. With allowing choice and multiple ways of teaching the material you can focus on the needs of your students to vary the lesson based on their needs.
15. How will using UDL benefit our school? -We will be meeting the needs of diverse learners. -Students will have the opportunity to decide how they want to learn with the choices which will keep them engaged.
16. CAST Online Tools and Resources Some tools that will help us implement UDL practices into our school
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18. CAST resource: http://www.cast.org/learningtools/index.html Book Builder - On this website students can create, share, publish and read digital books. -This is a great way for students who may need to have the book read aloud to them understand the material. -Teachers can create books or topics that they are covering through a book that will be on the students level. http://www.cast.org/learningtools/index.html
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20. References: CAST, Inc. (1999–2011). Transforming Education Through Universal Design for Learning. Retrieved from http://www.cast.org CAST (2011). Universal Design for Learning Guidelines Version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org Scholastic. (1996-2011). Wiggleworks: PreK-3 Beginning Reading and Writing Technology. Retrieved from http://teacher.scholastic.com/products/wiggleworks/index.html Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/