UDL - Cognition & Learning
- 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
- 4. Universal Design for Learning
- 5. Universal Design for Learning • The 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
- 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