Brain Research and Learning Differences
Research on the brain shows that the different networks process information through recognition, the what of learning, through strategies, the how of learning, and through areas of affect, the why of learning. To understand these brain network processes is to have a more clear vision of how students learn best.
To get a better understanding of the 3 brain networks and how they work, use the link below to complete the activity:
Recognition:
Through recognition students intake information such as what sounds birds make, what a book looks like, and what flowers smell like. With this sensory information they apply new knowledge or build upon that knowledge to form an assimilation or synthesis. When students have problems using these internal tools or techniques they require assistance. An example of this is a student that has difficulty seeing or reading text. This student, if accommodated by UDL strategies, would require audio books, text to speech software, and products that emphasis their other senses. Through this process students either use bottom up approach, where for example, they are taking in information from a teacher that is speaking and dealing with the teacher using a soft voice, the sound of the air conditioner, and the student next to them chatting making it extremely difficult for them to use recognition techniques. In the Top down scenario a student that may be excellent at a physical sport may have difficulty processing numbers and the patterns between them.
To help students educators can:
-provide multiple examples
-highlight critical features
-provide multiple media and formats
-support background context
Use the Scanning link below to participate in a recognition activity:
In Strategic networks students learn best when provided with plenty of opportunities to practice a skill and get relevant feedback on that skill. Through both the bottom up and top down approach there are commands, goals reached, modification if necessary, practice, and monitoring of the goal achieved. In this "how" learning modeling how to do tasks and meet objectives is a must. Student practice and flexibility when demonstrating acquired skill or obtained knowledge allows for more learners to be successful. Examples of students struggling in this are include the student that has great ideas on what they are learning but can not communicate them well in a group, or the student that can plan for the artifact they want to create but has difficulty staying organized with all of the information they are collecting. In these scenarios the student having difficulty communicating in a group could use social networking tools, and the student with organizational difficulties could use graphic organizers.
To help students educators can:
-provide flexible models of skilled performance
-provide opportunities to practice with supports
-provide ongoing relevant feedback
-offer flexible opportunities for demonstrating skill
Affective:
The "why" of learning deals with emotions and evaluating what is important. Students embrace learning based on different experiences and interests. Due to the fact that affective networks work in parallel, what a person perceives from someone else can be understood at the same time; the look on someones face when they are talking, the tone of their voice, the posture and placement of their body. Difficulty with affective networks makes it harder for learners to engage in their learning. An example of this would be a student who's father has been deployed in the military and dealing with loss could lose interest in academics because there are more pressing issues. By engaging that student through learning activities that motivate them can help keep them on track. Some students that have experienced education in a negative light, or have been made to feel like they were not capable of success will have difficulty taking a risk on learning. Using this type of problem to involve the student in their learning goals and choices motivated by interest can change how and what they are willing to produce.
To help students educator can:
-offer choices of content and tools
-offer adjustable levels of challenge
-offer choices of rewards
-offer choice of learning context
The following links can be used to set goals, create profiles, understand curriculum barriers, and find solutions for the universal design for learning model:
Understand Curriculum Barriers
