• I learned that pictures need to be cited when used in papers and power points
• I learned that the expression of a fact but not a fact can be copyrighted
• I learned that I need to find out what the copyright policy is in the school that I am and will be working in.
• I learned that I will need to teach my students about what needs to be cited to follow the copyright laws.

• How will I know what I am and am not allowed to copy?
• How much can I copy for my students without breaking the copyright laws?

• any text taken from books, magazines, and websites must be cited in papers and power points
• copyrights last for 70 plus years
• It can be very tricky to figure out what you have the right to copy or not copy

Chapter 1

• This chapter talks about the context of higher standards and the contexts of where our school are facing greater diversity among the students. It is a background chapter.

Chapter 2

• This chapter focuses on the 3 main parts of the brain. The back cortex, the frontal cortex and the center. When someone learns all three parts come into play. However the three parts of the brain do not make all students learn and take things in, in the same way.

Chapter 3

• This chapter is all about how media can be changed to help students learn.

Chapter 4

• This chapter tells us how universal design for learning came about. It started with architects. having to redesign buildings to fit the needs of all different types of people.

Chapter 5

• This chapter is all about how to set goals that will work for all types of students. The goals are molded to their needs.

Chapter 6

• This chapter is all about the different methods we can use to teach our students. It also talks about how we can motivate them and help them motivate themselves.

Chapter 7

• This chapter is all about assessments. It talks about the barriers and how we can overcome them.

Chapter 8

• This chapter talks about how this program is still a work in progress.

Here are the ntoes I took:

chapter 1
What is education really going to be like in the digital
contexts of higher standards and a context where our schools are facing greater diversity among the students.
new brain research and new technologies are two new opportunities.

chapter 2 what brain research tells us about learner differences
goes through what we learned from the new technologies. talks about what the brain learner is really about. talks about brain functions starts with the brain’s cortex. The rear part of our brains allow us to recognize hear and taste. 2nd large part is the center cortex, predominately involved in moving, walking and talking, strategically planning. 3rd part is in the center or the nervous system. helps us evaluate what is important. IT is a value system.
when someone learns all 3 parts come into play. key thing for universal design is that students differ in all 3 parts of how they act.

Chapter 3 why we need flexible instruction in media
focuses on the learning materials and methods rather then the method. basic argument is instructional media versus fixed media. Media can be transformed to help people learn.

Chapter 4 what is universal design for learning
draws form chapter 2 and 3. the origins come from the field of architecture. buildings needed to be built and then retrofitted. Out of that came the universal area. architects were then taught how to build accessible buildings for everyone. the filed that applies the idea to education specifically. It applies to the ways we set goals, how we make goals and objectives. Second look at the methods. Lastly applies to evaluation, the assessment of learning means we need lots of variation to get an accurate reading of what students know.

Chapter 5 Using UDL to set clear goals.
gives examples and some cases and some how tos. it helps in understanding that goals are almost always composites of things that students need to know and understand, things that students need to be able to do, and ways in which motivation is key.

Chapter 6 Using UDL to support every student’s learning.
focused on materials and methods for reaching goals. What do you do to make sure every student will be able to learn and recognize things you feel are important in the curriculum. The individualized instruction. What do we need to do to make sure that students will learn the skills and strategies. That every student will be motivated and will learn to self regulate their own motivation. Highlight critical features. supporting background knowledge.

Chapter 7 Using UDL to accurately assess student progress.
takes assessments apart a bit, what are the barriers and how do we overcome them.

Chapter 8 Making UDL for learning a reality.
tries to bring a number of supports and considerations to make this help. There is no perfect example. it is an approach and journey that has made a lot of progress but there is still a lot of progress to make.

What is collaboration?

According to the free dictionary.com collaboration is to work together, especially in a joint intellectual effort .

According to dictionary.com there are six different definitions:

–noun

1. the act or process of collaborating

2. a product resulting from collaboration

3. act of working jointly

4. Act of cooperating traitorously with an enemy that is occupying your country

intr.v.

1. To work together, especially in a joint intellectual effort.
2. To cooperate treasonably, as with an enemy occupation force in one’s country

What do you know about me?

Can you tell me what I like and do not like?

Can you tell me something you like about me?