QuickNote Organizer
Name: Rachel Zielinski
Date: 9-29-07
Hour: 10:51pm
Your Mood: focused

Chapter 2 – “What Brain Research Tells us About Learner Differences”

1. 3 main components, students differ in all 3, use in design for learning

Chapter 3 – “Why We Need Flexible Instructional Media”

1. traditional media are fixed media…can make it different, flexible, for different learners
, display it in different ways

Chapter 4 – “What is Universal Design for Learning” -

1. universal design comes from architecture,  set goals and objectives that are universally designed …
evaluation and assessment  to help design a proper learning environment
multiple means of expression, representation,  and engagement

Chapter 5 approaches goals – using UDL to set clear goals

1. set goals that are clear to students, follow standards, motivate, make multiple ways to reach goal

Chapter 6 – materials and methods for reaching goals

1. highlight critical features, support background knowledge

Chapter 7  – focuses on assessment

1. use media, respond to individual differences

Chapter 8 – “Making Universal Design for Learning a Reality.”

1. purchase of technology, teacher training, roles of teachers and collaborative planning

–http://btcactus.org/news.cfm?subpage=105042

1. Noun

   1.

   collaboration – act of working jointly; “they worked either in collaboration or independently”

   col·lab·o·rate play_w(“C0476000″)

   (k-lb-rt) intr.v. col·lab·o·rat·ed, col·lab·o·rat·ing, col·lab·o·rates 1. To work together, especially in a joint intellectual effort.

Kids learn from play, as teachers of young children we must learn to let them play and share with us their findings, instead of telling them what we want from them.