UDL & the Brain

Chosen Topic: UDL & the Learning Brain 

Link: https://www.cast.org/binaries/content/assets/common/publications/articles/cast-udlandthebrain-20220228-a11y.pdf 

New Understandings:

• Understanding how the brain works, in terms of learning new information, provides a good basis for teachers to understand how UDL supports the brain’s creation of new information 

• The brain processes information through the back of the brain that includes the occipital and temporal 

• lobes (recognition networks), the centre of the brain (affective networks), and the frontal part of the brain is used for response or action (strategic networks)

• It is important to recognize that learning isn’t a linear process through every part of the brain. Therefore, when planning UDL lessons in your classroom, you should consider creating learning that reaches each part of the brain 

• UDL provides 3 different learning opportunities that support total brain development: Engagement (affective networks); Representation (recognition networks); Action & Expression (strategic networks) 

• “The concept of neuro-variability is important for educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context.” - I really liked this quote from the article because it reminds us that no student learns in just one way and that they need multiple opportunities to be able to engage the different parts of their brain 

• “A clear goal enables the nervous system to direct energy purposefully to build relevance, perceive information, and act strategically.” - when students are aware of the learning goal, it doesn’t just help them to understand the picture, but it further engages the nervous system and the brain to react positively to working towards and achieving a goal 

How this learning will inform my teaching practice:

• One thing that I feel I am not doing as consistently as I should be is sharing the big overall learning goal with the students. I recognize that having a big goal for students to work towards but then meeting with students to be able to set their individual goals to meet the big goal (in their own way) would be a great way to connect with students and make learning more meaningful for them. I’d like to have this written on an anchor chart and posted in the classroom during different units of learning. 

• Understanding how the brain works is a great way to ensure that when planning my activities, there are options to engage all parts of the brain with activities that engage the strategic, affective and recognition networks (this is likely already happening, but it’s a great way to reframe my thinking and ensure that I’m providing UDL options where possible!) 

• Lastly, recognizing that learning doesn’t happen linearly in your brain changes how I see students' learning profiles and understand the importance of “neuro-availability” - “The concept of neuro-variability is important for educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context”