Universal Design for Learning (UDL) aims to make learning accessible to all students by providing multiple, flexible methods for presentation of content, student expression, and student engagement. UDL is supported by brain research showing learning is distributed across recognition, strategic, and affective networks, which vary between individuals. UDL principles include presenting content through various formats, allowing choice in how students demonstrate understanding, and providing options to engage students. Technology supports UDL by making content versatile, transformable, networked and able to be marked. The CAST organization provides resources for implementing UDL including lesson planning tools.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
Adaptation, accommodation and modification for pre academic curriculumsyd Shafeeq
The early childhood years (0 to 6 years) are viewed by many as a critical time for the intellectual and social development of any child. Children in the age range of 0 to 3 years receive training in early learning skills while those children in the age range of 3 to 6 years pre primary education. The Pre-Primary level programmes and early intervention programmes aim at reducing further damage to the child.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
Adaptation, accommodation and modification for pre academic curriculumsyd Shafeeq
The early childhood years (0 to 6 years) are viewed by many as a critical time for the intellectual and social development of any child. Children in the age range of 0 to 3 years receive training in early learning skills while those children in the age range of 3 to 6 years pre primary education. The Pre-Primary level programmes and early intervention programmes aim at reducing further damage to the child.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
Exploration of student engagement and flow based this research:
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
Psychology and Architecture in Cities: Phallic ArchitectureUlaş Başar Gezgin
Psychology and Architecture in Cities:
Phallic Architecture, Urban Quality of Life, Environmental Psychology and Social Engineering
Abstract
The urban links between psychology and architecture is closer than it looks at first glance: A somehow marginalized literature focuses on the notion of ‘phallic architecture’ which is loosely conceptualized as the urban high rises that were intentionally or unintentionally built to symbolize phallus. While global examples of intentional phallic architecture usually serves as touristic attractions, psychology as a discipline rarely focused on unintentional phallic architecture. Given the scarcity of comprehensive works on this topic, this paper tries to develop some psychologically-grounded arguments based on a few relevant sources.
Secondly, the paper reviews discussions about urban quality of life and the notion of ‘skyscraped city’ from a psychological perspective, together with spatial segregation not only on class lines or ethnic lines, but also on the distinction between advantaged vs. disadvantaged urban residents including social capital relations.
Thirdly, the paper connects the area of environmental psychology with the participatory approaches in the field of urban planning to extend beyond a critique of existing order by detailing a ‘planning for people, by people and with people’ framework. As stated in Gezgin (2011), environmental psychology revolves on research about the following: “Psychological effects of urban policies; place attachment and place identity; perceptions of city image and urban design; pro-environmental behavior, transportation choices, urban navigation and commuting issues; urban noise, recycling behavior, energy-related behaviors, green identities; and perceptions, attitudes and information on green issues such climate change, global warming, sustainability, conservation, biodiversity, and mitigation measures.”
Finally, as the backdrop to all these topics covered in the paper, the debates on social engineering are on the spot, since the paper conceptualizes psychology and architecture as two subareas of social engineering, following a holistic analysis of ‘authority’. The paper plans to reverse-engineer psychology and architecture in this context.
Keywords: Architecture, psychology, environmental psychology, participatory planning, and social engineering.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
3. What a difference one of these would have made…. The term "Universal design" was coined by the architect Ronald L. Mace to describe the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life” (http://en.wikipedia.org/wiki/Universal_design)
4. What is UDL? Just as Universal Design in architecture aims to make the physical world accessible to all people, Universal Design for Learning aims to make learning accessible to all students. “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST.org).
5. How Does UDL Support Diversity? “From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others… A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary” (http://www.cast.org/udl/faq/index.html).
6. The Three Principles of UDL 1. The “What” of Learning: Provide multiple, flexible methods of presentation. 2. The “How” of Learning: Provide multiple, flexible means of action and expression. 3. The “Why” of Learning: Provide multiple, flexible options for engagement. By providing a more flexible curriculum, learning opportunities are improved not only for students with disabilities, but for all students.
10. Text The more ways in which information is presented, the more likely you are to reach all learners. Click on the link to explore more ideas: http://www.pgcps.org/~tifa/udlandtech_text.pdf
22. Offer choice in the structure of assignments (individual, small-group or whole-group).For more information, click on the following link: http://www.pgcps.org/~tifa/udlandtech_text.pdf
23. Technology and UDL Technology and digital media have a central role in UDL. Traditional instruction has relied on speech and print text, creating a barrier for many students. Technology allows for teachers to create individualized, flexible instruction for all learners.
24.
25. Are Transformable: Students accessing the same content can adjust the appearance and size of text, images or adjust sounds. Students can also use text-to-speech software when reading content and websites can be translated to a students’ native language.
26. Can be Marked: Digital text can be highlighted or marked to accommodate the preferences and needs of each student.
27. Can be Networked: Digital media allows teachers to link content to other digital media giving students access to tools such as a dictionary, thesaurus, or links to background information. http://www.cast.org/teachingeverystudent/ideas/tes/chapter3_9.cfm
28. Brain Research and Learning Differences Brain research had demonstrated that learning is distributed across three interconnected networks: The Recognition, Strategic and Affective Networks (Rose & Meyer, 2002). Although this is true for all people, individual brains differ, contributing to unique strengths and weaknesses in each individual learner (Rose & Meyer, 2002).
29. Recognition Networks Located in the back of the brain, recognition networks enable us to identify and interpret patterns of sound, light, taste, smell, and touch. Because of this, we are able to recognize voices, faces, letters, and words. The recognition networks also enable us to recognize complex patterns, such as literary style or abstract concepts such as justice. Differences exist in the recognition networks of each individual. Therefore, the more ways in which a teacher presents information, the more likely that teacher is to reach all learners (Rose & Meyer, 2002).
30. Strategic Networks Located primarily in the frontal lobes, the strategic networks enable us to plan, execute and monitor progress in virtually everything that we do. The strategic networks are so efficient that we are able to plan, organize and monitor actions without even being consciously aware of it. Differences in the strategic networks of students manifest themselves in a variety of ways. Some students may experience difficulties with tasks such as spelling, multiplying, writing or reading, among other things. The more tools that students are allowed to use, and the more ways in which students are allowed and encouraged to demonstrate what they have learned, the more likely it is that they will be successful in achieving curriculum goals. By keeping these differences in mind, teachers will be able to plan strategic learning opportunities for all types of learners(Rose & Meyer, 2002).
31. Affective Networks Located at the core of the brain, the affective networks allow us to become engaged and interested in learning, as well as to evaluate patterns and assign emotional significance to them. As many teachers know, the affective aspect of learning is perhaps the most important. Students’ emotional responses to learning can have a profound effect on their success. By getting to know students and paying attention to affective issues, teachers can help students to connect to the subject matter and enjoy learning (Rose & Meyer, 2002).
32. CAST CAST (The Center for Applied Special Technology), founded in 1984, is a nonprofit organization devoted to research and development to expand educational opportunities for all, especially those with disabilities, through Universal Design for Learning. Through their website, CAST offers a number of resources and tools to help teachers learn more about and implement UDL. (CAST.org) 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. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more.
33. CAST Tools: The CAST UDL Book Builder is a free online tool that enables teachers in all subject areas to easily create their own digital books, complete with images, prompts, hints and models. (http://cast.org/learningtools/book_builder/index.html) The CAST UDL Lesson Builder provides sample UDL lesson plans and guides teachers in adapting lessons in order to remove barriers to learning and reach all students. (http://lessonbuilder.cast.org/) The CAST Strategy Tutor is an internet research tool for teachers and students in grades 5 and up. Not only does the tool help students to better read, collect and understand their internet research, but it also guides teachers in creating web-based lessons. (http://cast.org/learningtools/strategy_tutor/index.html)
34. UDL Links View tools, resources and sample lessons for implementing UDL in the language arts classroom: https://sites.google.com/site/udllanguagearts/useful-links Use the Class Profile Maker to better understand and reach your students: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm A website for science teachers on how to enhance access to the general curriculum for students with disabilities: http://www.k8accesscenter.org/index.php View sample UDL lesson plans in all subject areas: http://macombschools.org/UDL-E3T/index.cfm Visit the CAST website for UDL information, resources and tools: http://cast.org/ For more information on brain research and UDL , read Teaching Every Student in the Digital Age: Universal Design for Learning: http://www.cast.org/teachingeverystudent/ideas/tes/
35. References: 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/
