Session+03

Goals:
 * Understand theories and approaches that support UDL
 * Understand what the intersections between UDL and these theories/approaches
 * Critique UDL based on the readings
 * Evaluate viability of UDL in the context of these theories and approaches




 * **Focus** ||  **Readings**  ||
 * * Brain research supporting UDL principles
 * Three brain networks

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 * Theories and perspectives supporting UDL principles
 * Cognitive theories
 * Differentiated instruction
 * Motivational theory || Your Three Brain Networks Activity:

What Brain Tells us About Leaner Differences []

Council for Exceptional Children. (2005). Instructional theories supporting Universal Design for Learning—teaching to individual learners. In //Universal design for learning: A guide for teachers and educational professionals// (pp. 21-40). Arlington, VA.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. //Educational Researcher, 18//(1), 32-42.

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. //Educational Psychology Review, 13//(3), 283-302.

Hall, T., Strangman, N. & Meyer, A. (2003). //Differentiated instruction and implications for UDL implementation//. Wakefield, MA: National Center on Accessing the General Curriculum. Available from: [] ||