Brain Science

Guiding Questions:

To what extent does brain research influence the instructional design?

What have we learned from brain research and what impact has what we've learned had on our instructional practices?

Brain Science and UDL

By: Allison Posey, CAST

For centuries, humans have been unlocking the mysteries of the brain. Current neuroscience imaging techniques provide a deeper understanding of learning and the brain. Instead of finding a fixed brain with isolated learning styles, these brain images have revealed a much more dynamic landscape.

There are vast interconnected neural networks that grow and change throughout life based on how we each interact with the environment. When we learn, the neural pathways of the brain change. They become more robust and efficient with use. This means that each of our brains is incredibly unique based on our lived experiences.

In classrooms, it can seem overwhelming for educators to design lessons to support the neurodiversity of all of our students. This is where CAST’s Universal Design for Learning (UDL) framework (udlguidelines.cast.org) can be helpful. The 3 UDL Principles align with a model of the learning brain that includes 3 broad neural networks that every individual has: recognition, strategic, and affective. When instruction is designed with these neural networks in mind, it is aligned with what we know about the learning brain.

Recognition networks in the back (dorsal) of the brain are involved in perceiving incoming stimuli, such as vision, sound, and tactile inputs. Strategic networks in the front (ventral) parts of the brain are involved in action-oriented behaviors and processes, such as goal-setting, planning, and progress monitoring. Interspersed throughout the middle of the brain, connecting to both recognition and strategic networks, are the affective networks, which are involved in evaluating and making meaning of every moment. These networks evaluate whether a situation is “good or bad” for the individual and determine whether we lean in and engage, or flee the scene.

When we design instruction with multiple means for engagement, representation, and action & expression (which align to the affective, recognition, and strategic brain networks), then we are designing for the learning brain. Because each student’s lived experiences, interests and passions, and communication and planning skills will vary, then designing with the UDL Guidelines helps us to better anticipate the neurodiversity of our students.

We know every brain can learn - and with clear goals and flexible pathways with options for engagement, representation, and action & expression, educators are empowered to design for learning for all students.

Read more about the learning brain and UDL from Engage the Brain (ASCD, 2018) and Unlearning (CAST Publishing, 2020).

Reducing Cognitive Load

By: Melissa Emler, CESA 3, UDL Systems Coach

In the midst of pandemic life, many of us have referenced being overwhelmed. We talk about overwhelm felt by ourselves, our family, and our learners. There's been lots of discussion about the importance of Social Emotional Learning to support learners during this time. The connection between SEL and UDL requires understanding the brain science behind learning.

Sweller's Cognitive Load Theory published in 1998 basically says that our working memory can only deal with a certain amount of information at a time. I'd invite you to read more research or watch more YouTube videos on the topic because it has significant implications for what happens in our classrooms, and the research connected to the theory is ongoing.

My goal in bringing up CLT in this UDL newsletter is to help you understand that when you use the UDL Guidelines to design instruction, they support you in reducing the cognitive load for learners and therefore increasing one's emotional readiness to learn. First, Cognitive Load Theory identifies three forms of cognitive load. They include:

Intrinsic cognitive load: the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic.

Extraneous cognitive load: the load generated by the way the material is presented and which does not aid learning.

Germane cognitive load: the elements that aid information processing and contribute to the development of ‘schemas’.

Now, let's examine the specific guidelines that support learning designers in reducing the cognitive load. Click on the bullets to land on a page with more information about that specific guideline.

Provide Multiple Means of Engagement:

Provide Multiple Means of Representation:

Provide Multiple Means of Action and Expression:

There is a lot to digest when examining Cognitive Load Theory and UDL. One of the best ways to see this work brought to life is by joining the statewide UDL team for a Learning Design Lab. In the lab, we intentionally designed the learning experience to be mindful of the cognitive load of participants, and throughout the lab we share our metacognition of the design process. Please fill out this form to demonstrate your interest, and a UDL team member will reach out to you shortly.

Time to TAKE ACTION!

Community of Practice

Let's talk about design!

Join your colleagues from around the state as we discuss our monthly questions and problem-solve around a scenario in both small breakout rooms and large group discussions.

We will be joined each month by CAST Implementation Specialist Neil Albero.

Join the discussion about designing learning experiences on April 14 at 11:45-12:45.Click here to Register!

The Learning Design Labs have been redesigned.

The learning design labs will take participants on a journey to design learning experiences for learners who vary.

The first release of the redesign will be offered live one hour per week over six weeks. Additional formats will be made available for the 2021-2022 school year.

If you are interested in participating in the learning design labs, please click the link below and fill out the short form to let us know your preferences for participating in the learning design experience.

📌Learning Design Lab Interest Form

UDL and Evidence-Based Practice in Early Learning Environments

By: Cathy Daentl & Sue Erickson

Brain research has proven that “the early years are the most active for establishing neural connections” (Harvard Center for the Developing Child ). Knowing that every learner has a jagged learning profile (Todd Rose, ‘The Myth of Average’), Early Care and Education providers have a strong impetus for melding their use of evidence-based practices (EBP) into a universally designed environment. But what could this look like in the everyday operations of a play-based learning environment?

Let’s use the writing center as an example.

Purposeful and Motivated Learners-Activating the Affective Network through Engagement

Teachers and students go through expectations for the writing center before the students work there, using both auditory and visual formats.
- Evidence Based Practice: Precorrection/ Priming - Increase students’ engagement and motivation by providing a review of expectations and supports before presenting the learning task.

The students each create a learning goal for the writing center. This will support learners in building their ability to persist, given that younger children, due to age, have veritable lengths of attention spans.

Resourceful and Knowledgeable Learners-Activating the Recognition Network through Representation

The teacher will provide visual directions located in the writing center for task expectations
- EBP: Visual Supports/Pictorial Cues/Prompts: Any visual display that supports the learner engaging in a desired behavior or skills independent of prompts.

The writing center will have writing tools that they have experience using and some they have not yet experienced. This will allow the more cautious learners to build on existing knowledge as well as peak curiosity so as to engage risk takers so they can build new neural networks.

Strategic and Goal Directed Learners Activating the Strategic Network through Action & Expression

The students make a plan for learning before they enter into the writing center. A teacher uses an EBP in literacy instruction by capturing what the students say.

The students monitor their own progress on the learning task by moving a visual prompt to the “done” chart after each step of the task.
- EBP: Task Analysis: A process in which an activity or behavior is divided into small, manageable steps in order to assess and teach the skill.

The students will reflect on their experience in the center with the teacher when complete. When engaged in reflective conversations with the adults in the room, the learners will have an easier time identifying where in the process they experienced success, struggles, and where they could make changes the next time they engage in the writing center.

Early learners vary across all developmental domains and have brains that are flexible and are making neural connections at the highest rates throughout the brain’s life. Therefore when early care and education professionals design early learning environments for expert learning in mind, they ensure that all learners have access to and will benefit from the experience.

Resources:

The Science of Brain Development

Brain Architecture