I've finished my first synthesizing thoughts in my post about Universal Design and T543...check out the comment.

Second Inter-class Connections

I think I will continue to see connections between Applying Cognitive Science to Learning and Instruction and Universal Design. Where I've been influenced most lately is in developing the proposal for my major project in the aforementioned class. As I mentioned in the video post, my project for Applying Cog. Science is a set of lessons for kindergartners. My goal is to teach them listening skills.

My original inspiration came from the Learning Through Listening readings for Week 3. However, I was quite inspired by David's lecture (and his singing) on Monday night, and it helped me form more completely my goals and vision for the lessons I am creating. I realized that although I planned to incorporate technology as a teaching tool in my project, a big part of my purpose for the children is to help them learn--and discern--the messages through different media. I am choosing to focus on spoken language and music in particular.

So, thank you, David, for your inspiring performance! Please, if anyone has any other comments about Monday's lecture, feel free to post.

Video from YouTube

I'm trying out my new skills in adding videos. This video from YouTube captures both Universal Design and lessons and curricula for young children (which is what I'm trying to create for T543!) It's a Universal Design lesson in fractions and art for kindergartners.

First Inter-class Connections

I will post more on this later, but for now, I want to note that I have started seeing Universal Design connections in my other classes, especially Tina Grotzer's Applying Cognitive Science to Learning and Instruction. I saw plenty of crossover between UDL and the Teaching for Understanding framework. As I said, more to come...

Connections to CAST

Just a quick update here. As I said in my brief bio on the right-hand side, I am getting an internship set up on a CAST project. I have had a chance to browse the software that is being tested, and I'm enjoying it so far. It's giving me a chance to think about Universal Design in action! I wanted to connect my blog to CAST and the project's (called Project ICON) blog.

For those who may not be familiar with CAST, it is the Center for Applied Special Technology, and David Rose is one of the principal thinkers driving its work. It's going to be a great place for me to apply Universal Design. The links to CAST are now on the right under "Links."

Origin of Individual Differences

Here is an opportunity to synthesize some recent discussion topics in HT100 with Universal Design. The class has been talking about genetics and neurobiology and their relation to the origin of individual differences. (Heavy stuff, right? You're telling me!) One conclusion I think the class has reached is that genetic expression and environment interact in such a complex, bidirectional manner that individual differences are bound to arise, even in identical twins. Guest speakers Elena Grigorenko and Charles Nelson had in depth explanations on this account.

On a related note, we've explored the idea of defining a disability. The debate is whether there are clear categories where a disability boundary is defined, or whether all differences in functioning are defined along a continuum. In other words, is it continuous and quantifiable or is it discrete and qualitatively defined? The UDL perspective, of course, would be in favor of a continuum of abilities and disabilities overlapping one another.

Another of our HT100 readings, Pennington, argues for the continuous definition as well (2006). He explains that "disabilities" such as dyslexia and ADHD are the result of a multiple deficit model in which liability for a disorder is probabilistic; that is, it comes from multiple risk and protective factors. No single factor causes a disorder to arise. That is the dilemma when gene and environmental interactions take place...

Now to apply these ideas to a function like reading, remember that reading involves various tasks. Processing syntax and processing semantics are not the same. These different tasks activate different brain areas. However, the activation level for each depends on: a) the brain's developmental level (how much those genes have been expressed!), and b) the level of experience that brain has, both with reading and with content. How's that for educational implication?

Cool links 'n things

I thought I would explore in my resources related to classes for some material I think is relevant to the blog. My goal is to integrate some of the most germane content from all my other classes to UDL. Let's start with a website...

Harvard's Usable Knowledge website is a resource I never looked at before, but I found out how great it is! Learning and Development and Teaching and Curriculum are especially relevant, I think.

Ciao

A New Blog

What is Universal Design for Learning? What does it have to do with school and instruction? How does it incorporate technologies like blogs? These are all questions I hope to be able to explain with expertise when this class, T 560, is done. I am excited about sharing ideas about Universal Design with classmates, and ultimately, with the world.
This blog is the instrument for exploring my musings, ideas, and insights during the course of this semester. Classmates are welcome to contribute links, comments, or other media to this blog. In this collaborative system, everyone will (hopefully!) learn from each other as well as through technology. Not only am I in the pursuit of Universal Design, then; I am embarking on an endeavor in blogging. I think it will be a fun ride.