Link to new improved blog

Please check out this new blog http://curriera.edublogs.org to find information about how to use edublogs for your final project. On the blog is information about how to upload videos, images, and how to upload a video into powerpoint so it plays when uploaded onto your edublog.

Links and ideas about final projects

A few excellent suggestions and questions have arisen from sections about final projects for T560.

I wanted to provide several links to helpful information

http://www.cast.org/publications/UDLguidelines/version1.html (UDL Guidelines- helpful in thinking about what UDL is)

http://lessonbuilder.cast.org/(Lesson Builder- helpful in thinking about what to consider as you build your lesson).

http://udlselfcheck.cast.org/ (UDL self-check- helpful after you have a lesson to work with)


Some people have found it helpful to think about the UDL curriculum in terms of

Goals
Methods
Materials
Assessment

One student noted that it was very helpful to use a lesson found online to think about barriers (http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm) in the goals, methods, materials, and assessments. After considering barriers it was then helpful to consider multiple means of representation, multiple means of expression, and multiple means of engagement.

Update on Section on February 21st

Thanks to all who came to this section. I thought your questions were great.

The topic of this section was speech and the networks.

1. Recognition Network: I first told a story about a homework assignment I was working on for a class I'm currently taking. The assignment was on categorical perception of [t] and [d]. In English this was a fairly easy task, some sounds clearly sounded like [d] and some like [t] (this is due to voice onset time), though there were some sounds in between that I was not sure how to categorize. When I did the same exercise in Russian, I could not tell the difference between the [t] and the [d] (because the voice onset time of a [t] in Russian is more like that of a [d] in English). Therefore, even though a Russian speaker and I might hear the same input, we would categorize the sounds differently.

We then talked about how sounds were "waveforms," and we looked at a website showing how sounds "look" http://www.sfu.ca/sonic-studio/handbook/Waveform.html

What is special about speech?
•Hearing and distinguishing
sounds rapidly
•Semantic recognition
•Agrammatism and Aphasia (http://www.ndsu.nodak.edu/instruct/nawrot/Courses/465Projects05/aphasia/Page4.htm)
•Visual cues

We talked about speech perception and the McGurk Effect http://www.speech.kth.se/~rolf/gslt_papers/MustaphaSkiri.pdf many people had knoweldge of this effect and we discussed why this effect occured and what this might mean for perception and processing. This extended into a conversation about dubbed videos. Is it more difficult to process language when the movie is dubbed?

2. Strategic Network :

We talked about active listening, concentration, and verbal working
memory as contributing to listening to speech. With concentration we talked specifically about how In younger adults, activity in the dorsolateral prefrontal cortex (associated with tasks that require concentration, such as listening) increases, and activity in the medial frontal and parietal regions (associated with non-task related activity in a resting state) decreases.

We had a conversation about concentration and focus and the contribution to speech perception and listening (particularly about how the recognition network and the strategic network really do work together).

3. Strategic Network: We talked some about tone of voice, and the expressive characteristics of speech, specifically focusing on the relationship between perception and affect.

We talked a bit about the parahippocampal gyrus, noting that it plays an important role in memory encoding and retrieval and describing it as an area that encompasses both the posterior portion of the parahippocampal gyrus and the medial portion of the fusiform gyrus (facial recognition). However, it was the end of the section, and this was not fully explored.

We did not yet get to take a look at this website. http://www.cast.org/teachingeverystudent/sitewide/glossary.cfm?g_id=110

Please let me know if there was something that I left off (i.e., questions that were asked, things we discussed etc.).

Welcome to this blog developed for T-560, Universal Design for Learning (taught by David Rose and Bart Pisha). I'm a TF for this class, and I hope to be able to share some of my learning throughout the semester- and beyond- and to learn from others in and out of this class.

I will also be sharing websites and other information I find about the things I am most interested in-reading (phonological processing, speech and sound perception and production), UDL, and second language learning. I'll also be keeping an eye out for information about thinking and learning in general.

The first of these websites can be found in the list to the right. Of particular interest is the way in which the website can be changed to suit people who like to read with bigger or smaller font, different background colors, etc.


Click on this website link for sounds of the International Phonetic Alphabet and to learn about the IPA. I use this site quite a lot in my own work http://web.uvic.ca/ling/resources/ipa/charts/IPAlab/IPAlab.htm