Multiple Means of Action and Expression

Institute 2011

UDL Principle :

Provide Multiple Means of Action and Expression

Strategic networks

Understanding the science of what learning is

Plan, organize, and initiate purposeful actions on the environment

Strategic Networks

A goal-driven system, heterarchical

Writing your name?Separating means from ends

Physical Actions or Movement

Drawing with cerebral palsy

Physical Actions or Movement

Start at nine minutes

© CAST 2011

© CAST 2011Tod Machover and Dan Ellsey

© CAST 2011

Guideline 5: Provide options for expressive skills and fluency

5.1 Options in the media for communication 5.2 Options in the tools for composition and problem solving 5.3 Options in the scaffolds for practice and performance

Skills and Fluency

Individual Differences in Expression

Individual Differences in the Means of Expression

Drawing: A desirable difficulty

Separating Means from ends: to reduce undesirable difficulties

Skills and Fluency

Drawing: a desirable difficulty

Drawing on the spectrumOn the spectrum II

Skills and Fluency

Music: a desirable difficulty

Rex on the Piano

Skills and Fluency

Video (captioned) available on webSlides available on webDistributed Notetakers 1) Berkowitz; 2) Parker; 3) Kim 4) Goldsmity; 5) Sallen; 6) Roberti

Executive Functions

Guideline 6: Provide options for executive functions

6.1 Options that guide effective goal-setting 6.2 Options that support planning and strategy development 6.3 Options that facilitate managing information and resources 6.4 Options that enhance capacity for monitoring progress

Scaffolding the Executive

Expert Space Home

Final Projects Options in the Media Options in scaffolds available

Rubrics Task Deliverables Monitoring Progress and Feedback

embedded checks

New media provides

dynamic options

for engagement and

motivation

NING

What kinds of variance do we see in Strategic Networks

Motor Acts - Hypertonic to Hypotonic

Skilled Actions – Fluent to Apraxic/dyspraxic

Executive Functions – Focused to Distractible

Strategic and Motor

Networks:

DistributedParallel

HeterarchicalBesides Lesions, what else would lead

you to behave non-Strategically?

Ability to set proper goals

Ability to plan, adopt strategy

Ability to manage info and resources

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Executive Functions

Skills and Fluency

Physical Action

Ability to set proper goals

Ability to plan, adopt strategy

Ability to manage resources

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Media specific skills and fluency

Tool-specific skills and fluency

Executive Functions

Skills and Fluency

Physical Action

Ability to set proper goals

Ability to plan, adopt strategy

Ability to manage resources

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Media specific skills and fluency

Tool-specific skills and fluency

Executive Functions

Skills and Fluency

Physical Action

Ability to move, navigate, locomote

Executive Functions

Skills and Fluency

Physical Action

What does this medium require for expression?

Ability to set proper goals

Ability to plan, adopt strategy

Ability to manage resources

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Fluency in writing letters, words, sentences

Fluency in conventional English spelling,

Competency in generating English syntax

Physical ability to grasp and control pen, pencil

Executive Functions

Skills and Fluency

Physical Action

Ability to set goal for writing

Ability to plan, organize essay

Ability to manage information

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Fluency in writing letters, words, sentences

Fluency in conventional English spelling,

Competency in generating English syntax

Physical ability to grasp and control pen, pencil

Executive Functions

Skills and Fluency

Physical Action

All of these are potential barriers to expression. What kinds of options could reduce these barriers?

Ability to set goal for writing

Ability to plan, organize essay

Ability to manage information

Ability to monitor progress

Planning and Strategies

Managing info and resources

Monitoring Progress

Fluency in writing letters, words, sentences

Fluency in conventional English spelling,

Competency in generating English syntax

Physical ability to grasp and control pen, pencil

Executive Functions

Skills and Fluency

Physical Action

All of these are potential barriers to expression. What kinds of options could reduce these barriers?

What would we do to make expression more UDL?

Education, like the brain,is goal-driven

Teaching, like exercise, comes from the right balance of challenge and support. No challenge, no development.

The idea of “Desirable Difficulties”

UDL:

Increasing the Desirable Difficulties

Decreasing the Undesirable Difficulties

Mirror Neurons

Watching Mirror Neurons

In early tests, a neuron in the premotor area F5,associated with hand and mouth acts, becamehighly active when the monkey grasped a raisin ona plate (1). The same neuron also respondedintensely when an experimenter grasped the raisinas the monkey watched (2).

We've shown that the mirror system is finely tuned to an individual's skills. A professional ballet dancer's brain will understand a ballet move in a way that a capoiera expert's brain will not. Our findings suggest that once the brain has learned a skill, it may simulate the skill without even moving, through simple observation. An injured dancer might be able to maintain their skill despite being temporarily unable to move, simply by watching others dance. This concept could be used both during sports training and in maintaining and restoring movement ability in people who are injured."

Patrick Haggard of UCL's Institute of Cognitive Neuroscience

The results were interesting. Firstly, we were looking for results in different areas of the brain. Broadly speaking, there are two kinds of brain that we were interested in. Firstly, there's the visual brain. That's the part that normally does seeing, which is actually at the back of your head. And then there's the movement control brain, called premotor cortex, which is around the middle of your head and slightly in front and slightly behind there.

Now, what we were interested to see was that when these subjects were lying in the scanner, watching movement, the movement brain is the part of the brain whose activity changes with the kind of movement that they're seeing. So you might think that if they're seeing one dance style or seeing another dance style, it's the visual brain that would see differently. But, no, it's the movement brain that cares whether the style they're seeing is something that they can do or not.

the brain uses everything it can to try and see the world. It will use knowledge of all sorts to help it to interpret the world in front of it. So if you're seeing movement, you've got a whole set of clues that can help you read that, because you yourself can produce it.

We think that this is a form of resonance if you like, that your own motor control cortex, the bit that would control your own movements, is more excited, it turns out, when you see other people doing moves that you can do. And that's probably because it's resonating with those movements better. It can interpret them in its own terms in a way that it can't when it's seeing a movement style which it doesn't know how to perform.

We think that this is a form of resonance if you like, that your own motor control cortex, the bit that would control your own movements, is more excited, it turns out, when you see other people doing moves that you can do. And that's probably because it's resonating with those movements better. It can interpret them in its own terms in a way that it can't when it's seeing a movement style which it doesn't know how to perform.

Are strategies always top-down?

In the picture below, much more activation of motor imagery areas is seen when looking at pictures of tools vs. non-tools.

Examples:

NSF’s Science Writer

Carnegie’s Strategy Tutor

Scholastic’s Expert Space

Multiple Means of Expression and Action

Drawing: A desirable difficulty

Separating Means from ends: to reduce undesirable difficulties

Skills and Fluency

Drawing: a desirable difficulty

Drawing on the spectrumOn the spectrum II

Skills and Fluency

Music: a desirable difficulty

Rex on the Piano

Skills and Fluency

Executive Functions

Separating means from endsDrawing with the executive

Picasso The Early Years

1892 - 1906

Picasso — the early years, 1892-1906. M. McCully (Ed.). 1997. Washington, DC: National Gallery of Art

Study of a Torso,

after a Plaster Cast

1893-1894

12 years old

Old Fisherman

1895

14 years old

Lola

1899

18 years old

Portrait of Joseph Cardona

1899

18 years old

Spanish Couple

Before an Inn

1900

19 years old

Bullfight

1900

19 years old

Moulin de la Galette

1900

19 years old

Montmartre Street Scene

1900

19 years old

Stuffed Shirts

1900

19 years old

Blue Roofs

1901

20 years old

On the Upper Deck

1901

20 years old

Still Life

1901

20 years old

Woman with Cape

1901

20 years old

Boulevard de Clichy

1901

20 years old

Fourteenth of July

1901

20 years old

Casagemas in Coffin

1901

20 years old

Head of the Dead Casagemas

1901

20 years old

Self Portrait

1901

20 years old

Sainte-Lazare Woman by Moonlight

1901

20 years old

Mother and Child by a Fountain

1901

20 years old

What kinds of variance do we see in Strategic Networks

Motor Acts - Hypertonic to Hypotonic

Skilled Actions – Fluent to Apraxic/dyspraxic

Executive Functions – Focused to Distractible

Strategic and Motor

Networks:

DistributedParallel

HeterarchicalBesides Lesions, what else would lead

you to behave non-Strategically?