Term
| universal design for learning |
|
Definition
| learning approach that adapts to the individual learning techniques of each student so that certain goals can be met |
|
|
Term
|
Definition
| products that are adapted to be used by everyone |
|
|
Term
|
Definition
| students who are engaged and are constantly going and expanding their knowledge |
|
|
Term
|
Definition
| patterns in the brain that receives and processes information |
|
|
Term
|
Definition
| systems in the frontal lobe of the brain that gathers, receives, and identifies the meaning of information |
|
|
Term
|
Definition
| processing past experiences and relating them to current experiences (thinking about thinking) |
|
|
Term
|
Definition
| found in the limbic system of the brain, also known as the emotional system. responsible for memory, emotion, and learning |
|
|
Term
| zone of proximal development |
|
Definition
| difference between and individual's learning/problem-solving level and their potential level of higher learning/problem-solving |
|
|
Term
|
Definition
| curriculum that present the basic ideas of a subject and often refers back to them to advance learning and understanding of topics even further |
|
|
Term
|
Definition
| 8 intelligence areas that work together are are somewhat similar. (verbal/linguistic, logical/mathematical, musical/rhythmic, bodily/kinesthetic, visual/spatial, interpersonal, interpersonal, naturalist) |
|
|
Term
|
Definition
| developing teaching methods around sensory preferences (visual, touch, etc.) |
|
|
Term
| multiple means of representation |
|
Definition
| variety of ways to receive and understand presented information |
|
|
Term
| multiple means of engagement |
|
Definition
| using many techniques to engage and motivate students to learn/understand information |
|
|
Term
| multiple means of expression |
|
Definition
| how the strategic and motor system to evaluate how students respond to different types of information |
|
|
Term
|
Definition
| using metacognition to process, evaluate, and understand information |
|
|
Term
| differentiated instruction |
|
Definition
| allows teachers to be flexible in their techniques of presenting information, developing activities, and create instruction that meets the needs of all students |
|
|
Term
| multi-tiered system of support |
|
Definition
| using RTL, UDL, and DI models to assist teachers for having the most inclusive classroom and learning experiences for all students |
|
|
