Term
| Universal Design for Learning (UDL) |
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Definition
| a learning approach that designs curricular materials and activities that have the flexibility to match learner strengths and needs so that students can reach their learning goals |
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Term
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Definition
| to design curriculum and learning environments up front that will be flexible enough to bend and stretch as schools reach out to meet the needs of each learner |
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Term
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Definition
| the part of the brain used to recognize patterns in received information; it is part of the three-part framework of brain processing. |
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Term
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Definition
| the part of the brain used to apply personal meaning to information received, and to sort and classify that information; it is part of the three-part framework of brain processing |
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Term
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Definition
| to think about one's own thinking or learning process |
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Definition
| part of the three-part framework of brain processing that impacts the engagement or social interaction of the learner |
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Term
| Zone of Proximal Development (ZPD) |
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Definition
| the area or difference between a person’s actual independent level of learning/problem solving and his/her potential level of development of higher-level learning/problem solving |
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Term
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Definition
| a curriculum in which the basic concepts are taught and subsequently revisited as needed to enable to students to use concepts as a springboard for more-advanced learning |
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Term
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Definition
| a theory developed by Howard Gardner that identifies and describes eight intelligence areas in which all individuals exhibit varying degrees of proficiency |
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Definition
| to teach to and through a sensory preference; it is also referred to as a learning modalities approach |
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Term
| multiple means of representation |
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Definition
| to provide students with a variety of ways to receive and interpret information; it is one of three qualities of UDL that focuses on recognition learning |
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Term
| multiple means of engagement |
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Definition
| to use a variety of methods to motivate students; it is one of three qualities of UDL that focuses on affective learning |
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Term
| multiple means of expression |
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Definition
| to provide students with different ways to respond to information received; it is one of three qualities of UDL that focuses on strategic learning |
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Term
| differentiated instruction |
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Definition
| an instructional process that offers teachers flexibility in ways to teach students |
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