EDLD+5364+Wk+2+Discussion

The universal design for learning is the philosophy that allows teachers to rethink critical elements in education, like goals, materials and assessments and is universally designed to benefit everyone according to the week 2 videos. This philosophy substantiates the idea of differentiated learning, which describes the brain as processing information in different individual ways; much like an individual's fingerprint. Three key brain processes comprise the philosophy of differentiated learning. First is the recognition network which describes the process of gathering facts, the what of learning. The second component is composed of strategic tasks or the planning and performing phase such as writing essays and solving math problems. This is the how of learning. The third and last component of differentiated learning is affective tasks. Is the student engaged or motivated...challenged, excited, and interested in learning? This comprises the why of learning.

Digital technologies can adjust to learner differences, enabling teachers to (1) differentiate problems a student may have using particular kinds of learning media from more general learning problems and (2) draw upon a student's other strengths and interests that may be blocked by the exclusive use of printed text (Rose & Meyer, 2002, p. 4). We are provided a broad range of resources to address each students' individual learning needs so the learning experience can be maximized. It is up to us as educators to assess our students and develop the appropriate learning environment to help them be active learners by seeking the knowledge available to them and grow.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning, Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 1. Retrieved on October 5, 2009, from http://www.cast.org./teachingeverystudent/ideas/tes/.