This document discusses Universal Design for Learning (UDL) with a focus on cognition and learning. It introduces the "myth of average" and explains that students differ widely in their cognitive processing skills. It then outlines four areas of cognition: input, integration, memory, and output. For each area, it provides examples of cognitive processes and instructional scaffolds to support students. It emphasizes integrating different scaffolds and adjusting levels of complexity based on individual student needs. The overall goal is to understand how cognition impacts learning and to apply UDL principles to support diverse learners.

1. UDL – COGNITION
& LEARNING
David Davis
PS/RtI Project
University of South Florida

2. Getting Started
• Introductions
• Review Materials &
Wiki
• Break time
• Objectives
– Understand the Myth
of Average
– Understand four areas
of cognition and
learning

3. Core Beliefs?

4. Universal Design for Learning

5. Universal Design for Learning
• The Myth of Average

6. Myth of Average

7. Cognition & Neurology
Neurological, or cognitive, processes
(such as memory) can impact
engagement, learning, and achievement.
Students differ widely in their cognitive
processing skills.

8. Can This Make a Difference?

9. Cognition – Input (visual/auditory)
• Recognizing size, shape, and placement
of text
• Recognizing line and paragraph
typography
• Distinguishing subtle differences in sounds
• Distinguishing figure and background
sounds
• Connecting sounds to print

10. Instructional Scaffolds
• Input
– Reading/focus guides
– Fonts and font sizes
– Spacing between words, lines and
paragraphs
– Visually organizing text with
highlighters, comments, and
stamps
– Graph paper
– Text-to-speech
– Personal FM systems

11. Technology Tools – Input

12. Cognition – Integration
• Sequencing
– Ordering and sequencing information
– Organizing and relating information
• Abstraction
– Inferring meaning
– Generalizing a text

13. Cognition – Integration
• Externalized thinking
•
•
•
•
•
•

14. Instructional Scaffolds
• Integration
– Graphic organizers
– Concept maps
– Mind maps
– Timelines
– Outlines

15. Technology Tools – Integration

16. Cognition – Memory
– Short-term memory
– Long-term memory
– Engrams
– Long-term potentiation
– Long-term depression

17. Cognition – Engram

18. Long Term Potentiation

19. Long Term Potentiation

20. Long Term Potentiation

21. Long Term Depression

22. Long Term Depression

23. Long Term Depression

24. Cognition – Memory
0
2
4
6
8
10
12
14
15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs

25. Instructional Scaffolds
• Memory
– Multiple text processing
– Comparing/contrasting
– Spread information across
multiple media
– Self-selecting icons or
graphics (and sharing)
– Notebooks / Journals
– Review schedules

26. Technology Tools – Memory

27. Cognition – Output
• Spontaneous language
– Self-selecting subject and related information
– Organizing information and thoughts
• Demand language
– Selecting related information
– Organizing information and thoughts

28. Instructional Scaffolds
• Output
– Guided discussion questions
– Cue cards
– Graphic organizers
– Written notes with main
points highlighted
– Extra time to prepare
responses (with specific
strategies)

29. Technology Tools – Output

30. Scaffold Integration
All of these types of scaffolds are most effective
when used in conjunction with each other. For
example, a student may be taught a strategy or
system for highlighting and visually marking complex
text. The text that was highlighted and marked may
then be used to fill out a graphic organizer, concept
map, timeline, etc. Further processing could include
illustrating some of the information on the graphic
organizer. That graphic organizer could then become
a discussion support tool.

31. Adjusting Cognitive Loads
• Levels of Complexity within the Standards
• Identifying critical skills
• Finding the range of success
• Increasing complexity

32. UDL – COGNITION
& LEARNING
David Davis
PS/RtI Project
University of South Florida