Brain+Research+and+UDL

= Brain Research and UDL =

Learning takes place in three interconnected networks in the brain: the Recognition Network, the Strategic network, and the Affective Network.

Each of the Three Principles of UDL corresponds to a network in the brain that processes information. Multiple Means of Representation corresponds to the Recognition Network (the "what" of learning), or the system by which the brain is able to locate and analyze patterns that assist it to categorize and identify things like musical notes, letters, words in a new language, and so on.

Multiple Means of Action and Expression corresponds to the Strategic Network (the "how" of learning) which organizes information so the brain can plan and perform tasks and express ideas. Writing an essay or shooting a basket are expressions of this function of the brain.

The Affective Network relates to Multiple Means of Engagement, or directs what learners find stimulating, exciting, or engaging. The way in which learners are motivated and challenged depends on the affective network.

For a graphic view of these networks, please view []

Magnetic Resonance Images taken of three different people performing the same activity demonstrate very different patterns of brain activity. these differences are dependent on varying factors, such as culture, language, interests, and differences in academic abilities. What this imples is that there can be no one-size-fits-all curriculum for a world of diverse learners. Instead of looking at differences among learners as individual weaknesses and strengths, more attention should be given to the curriculum: does it support the diverse needs of learners, or does it present barriers? In an unbending curriculum, some students will never succeed no matter how hard they try, because they do not 'fit" the curriculum; there are barriers that prove too difficult for them to overcome. UDL seeks to remove these barriers with assistive goals, methods, materials, and assessments, and provide support for learner differences with new technologies.

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/