What I learned:

I learned that copyright laws are very important and needed for materials that are being used in the classroom. Teachers are role models for their students and must demonstrate good morals and values to them. The fair-use can allow for materials to be used for educational purposes, but teachers must identify their goals for the materials and the type of permission needed for its use. I feel after learning about copyright, individuals should always ask for permission to use materials and cite when information is being used by another.

What I wonder about Copyright?

I wonder how teachers are to present copyright guidelines.  I also wonder how teachers can most productively use materials in the classroom without breaking any copyright laws.  I think as a teacher constantly uses a variety of materials in the classroom, they must be aware of how they are permitted to use them and when is the need to seek permission from the publisher.

What I know about Copyright:

Copyright to me means, someone has ownership of “work” and therefore has the right to be credited for it. Being a teacher, I believe it is my responsibility to respect the law and practice proper copyright procedures. I must inform and teach my students about the law and why it has been set in place. My role is vital to student’s learning and understanding the importance of copyright laws such as plagiarism.

(thefreedictionary.com) 1. To work together, especially in a joint intellectual effort.

(dictionary.com) 1.to work, one with another; cooperate, as on a literary work: They collaborated on a novel.

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Name: Brooke
Date: Oct. 3, 2007
Hour: 9:30pm
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Chapter 2 – “What Brain Research Tells us About Learner Differences”

1. Understanding the way strategic network function and the differences in students’ strategic networks is a useful guide when teaching skills and strategies such as predicting, summarizing, and determining the steps needed to solve a problem or write an essay. Differences in strategic skills manifest as preferences, proclivities, or significant strengths and weaknesses.

One of the clearest and most important revelations stemming from brain research is that there are no “regular” students. The notion of broad categories of learners-smart, not smart, disabled, not disabled, regular, not regular-is a gross oversimplification that does not reflect reality. By categorizing students in this way, we miss many subtle and important qualities and focus instead on a single characteristic.

Chapter 3 – “Why We Need Flexible Instructional Media”

1. # Learners’ capacities are not inherent; capacities are defined by the interplay between learners’ abilities and the tools they use.
# Traditional classroom materials and media, like books and speech, come in “one size” for all, but they do not fit everyone. Inflexible media actually create barriers to learning.

Unfortunately, many classrooms continue to be dominated by a single medium—usually printed textbooks. This dominance prevents teachers from reaching all students and instead forces them to cater to those who find text accessible and create barriers for those who do not. There are further consequences. Even students able to access text are missing out because we know that there are other media more suitable for communicating particular kinds of material. Finally, students’ preferences and proclivities for certain media and tools can play an important role in deepening their engagement and enhancing their success, even if they are capable of using a variety of media.

Chaper 4 – “What is Universal Design for Learning” -

1. Drawing from brain research and using new media, the UDL framework proposes that educators strive for three kinds of flexibility:

* To represent information in multiple formats and media.
* To provide multiple pathways for students’ action and expression.
* To provide multiple ways to engage students’ interest and motivation.

In an ideal world, teachers might present information in a dozen different ways and offer students an equal number of options for expressing knowledge. But realistically, even the most creative teacher can only present one option at a time. And even if we did manage to use a variety of approaches and media to present concepts, our students would still need to practice those concepts and apply them on their own. The impracticality of using fixed materials such as printed textbooks to create a flexible learning environment is obvious. New digital media offer a much more feasible foundation for the UDL framework.

Chapter 5 approaches goals – using UDL to set clear goals

1. We can apply what we know about the three brain networks and the nature of new media to separate goals from the means for achieving them, interpret standards for particular classrooms, and derive goals that all students can strive for.

Students’ individual differences in recognition, strategy, and affect require that we set our goals carefully. As we have established, a goal that restricts students to one type of content or one method of expression is not likely to be attainable for the entire class. By reframing goals to allow for multiple media and means for expression and engagement, we can offer more palatable options for all students.

Chapter 6 – materials and methods for reaching goals

1. Knowing how the three brain networks function suggests different approaches for teaching information (what), for teaching skills and strategies (how), and for teaching students to love learning (why)..

recognition networks and new technologies can help us succeed.
Teaching Method 1: Provide Multiple Examples; Teaching Method 2: Highlight Critical Features; Teaching Method 3: Provide Multiple Media and Formats; Teaching Method 4: Support Background Knowledge

teaching methods to support strategic learning.
Teaching Method 1: Provide Flexible Models of Skilled Performance; Teaching Method 2: Provide Opportunities to Practice with Supports; Teaching Method 3: Provide Multiple Media and Formats; Teaching Method 4: Offer Flexible Opportunities for Demonstrating Skill

Designing Instruction to Support Affective Learning.
Teaching Method 1: Offer Choices of Content and Tools; Teaching Method 2: Provide Adjustable Levels of Challenge; Teaching Method 3: Offer a Choice of Rewards; Teaching Method 4: Offer Choices of Learning Context;

Chapter 7 – focuses on assessment

1. Digital tools and media make it possible to design ongoing assessments that support individual differences in recognition, strategic, and affective networks, giving us a more accurate measure of students’ achievement in relation to the learning goal.

Within the context of ongoing assessment, teachers can accommodate differences in strategic networks by providing students with multiple means for expressing what they know, such as the option to respond by writing, speaking, drawing, creating an animation or video, or developing a multimedia presentation. When students are using tools that are familiar and appropriate for their own styles, needs, and preferences, they are not hindered by the medium of expression and are more likely to be able to demonstrate what they know and know how to do.

Chapter 8 – “Making Universal Design for Learning a Reality.”

1. he major components necessary to implement UDL at the local level within a district are technology infrastructure, administrative support, teacher training and support, redefined roles for special and regular education teachers, a new curriculum planning model, parent and community involvement, and creative funding.

The Concord Model: Key Components of UDL Implementation

* Technology Infrastructure and Support
* Administrative Support
* Teacher Training and Support
* Redefined Roles for Special and Regular Education Teachers
* Collaborative Curriculum Planning
* Parent and Community Involvement
* Creative Funding

Information gathered from: http://www.cast.org/teachingeverystudent/ideas/tes/

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