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The Magic of Engagement
- 1. The Magic of Engagement Donna McLauchlin, CCC-SLP, ATACP ESC Region 4, Houston, Texas
- 2. www.Todaysmeet.com/magicastd Tell us where you are from and one thing at which you are an expert.
- 3. The Magic of Engagement Donna McLauchlin, CCC-SLP, ATACP
- 6. Donna McLauchlin On the Go!
- 8. My Garden
- 9. NearPod Go to www.nearpod.com Enter the PIN you will see on this screen in just a minute.
- 10. Equitable Flexible Simple and intuitive Perceptible information Tolerance for error Low physical effort Size and space for approach and use
- 12. Universal Design
- 14. The “What” of learning The “How” of learning The “Why” of learning Multiple means of representation Multiple means of expression Multiple means of engagement Universal Design for Learning
- 15. Assess Meaning
- 16. A - Attention G - Generation E - Emotion S – Space Neuroleadership Institute www.neuroleadership.org
- 19. Legerdemain of the Brain
- 20. ? The brain seeks for patterns
- 21. Know Your Audience Background knowledge Demographics
- 22. ???
- 23. Legerdemain of the Brain
- 26. Legerdemain of the Brain
- 29. Connect and Engage To content To one another
- 30. Legerdemain of the Brain
- 32. Infuse Learning www.infuselearning.com Sign-in as student, go to room 92038 Wolframalpha http://www.wolframalpha.com/
- 34. Legerdemain of the Brain
- 35. Learning is Stronger over Multiple Pathways
- 37. Processing and Encoding Apply learning Post Review
- 38. Legerdemain of the Brain
- 39. Space Repeat in 30 seconds Repeat in 1-2 hours Repeat in 2-3 days Space Repeat in 30 seconds Repeat in 1-2 hours Repeat in 2-3 days
- 42. Feedback Counts! Your feedback helps ASTD continue to provide top-notch educational programs that help you stay on top of a changing profession. Evaluation forms for this session are available via the mobile app and at the following link: www.astdconference.org/attendees.
Notas do Editor
- 1960 – specifications for barrier free design were published1963 – Selwyn Goldsmith authors “Designing for the Disabled”This is not a new concept, it is already over 50 years old. Let’s look at a few examples that demonstrate how these concepts now permeate our culture.
- So, here is a ramp. Probably this is not original to the structure. This ramp is very useful, in fact, a necessity, if someone in a wheelchair wanted to see inside this building. But who else does it benefit?
- Most people have no difficulty with a traditional light switch, but what is the advantage of this flat-panel light switch?
- Has anyone in here ever turned on the closed captioning on their TVs? Why?
- So then, some researchers started thinking about learning and curriculum and thought, “hmmm, when a student struggles, historically, we have blamed the student. What if it isn’t the student, but the curriculum that is struggling?” And the concept of Universal Design for Learning was born. This framework, based on educational and neuroscience research, teaches that our brain has three main pathways of learning. And they are able to map these out and see what is stimulated in various learning activities. So, there is the recognition network or the “what” of learning. There is the strategic network or the “how” of learning and there is the affective network or the “why” of learning.And as a teacher, you can use various tools to stimulate and encourage learning through accessing these networks. Very simply, this is done through using multiple means of representation, expression and engagement.
- Meaning is more important than content
- Brain searches for patterns to make meaning
- Key structure of the brain is the amygdalaWant to feel like you belong, more like each other, less fear
- Want to feel like you belong, more like each other, less fear
- All systems interact with other systems and influence their partsWords and symbolsSpatial locationsSkill learningEmotions and reflexes