This link has been bookmarked by 17 people . It was first bookmarked on 09 Jul 2007, by btcactus.
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08 Oct 14
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recognition networks need exposure to multiple examples. By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks can extract the critical features that define that pattern and identify new instances that share those features. Thus, exposure to multiple examples supports bottom-up recognition processes.
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples.
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recognition networks exposed to multiple examples derive key features and identify patterns. But this is laborious work, and students have much to learn. Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
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Because learners' recognition networks have varying abilities to process visual, aural, olfactory, or tactile patterns, a single means of presentation doesn't work for all students. In the case of the wugs, we presented all examples visually, with textual commentary�an effective format for those able to perceive the marks and decode the words. Presenting the examples through speech alone would provide someone with visual problems access to this information, but would then exclude learners with hearing or language processing disorders.
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Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy.
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Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information. Some of the familiar ways of doing this are by asking students to reflect on their own experiences that relate to reading material, reviewing key vocabulary prior to reading assignments, and directing students to relevant additional materials.
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Digital materials provide an ideal vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources such as those on the Web.
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online glossary with text, graphics, and video to illustrate unfamiliar vocabulary. It also contains links to a timeline of Civil War events; links to related Web pages; explanations of unfamiliar idioms and language use; a translator to other languages; and links to information about the author and the actual incident upon which the story is based.
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(1) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
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Students will organize information sequentially from stories and pictures."
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By providing the story itself through print, digital text, digital images, and animation, Ms. Sablan can offer multiple media and formats without having to invest a lot of money or time.
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01 Oct 14
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Because students aren't all on equal footing when it comes to recognizing such patterns, teachers need to provide differentiated instruction.
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To learn the key characteristics that define a pattern
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recognition networks need exposure to multiple examples.
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By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks can extract the critical features that define that pattern
-
Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples.
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make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
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Teachers also highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions.
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In text, conventions such as italics, bold-faced type, font size, and color highlighting can draw learners' attention to the most important parts.
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Animations, color highlighting, graphic elements that add emphasis, and the capacity to "zoom in" on photographic images are just a few examples
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Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy.
-
Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information.
-
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27 Sep 14
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples
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eachers also highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions. In text, conventions such as italics, bold-faced type, font size, and color highlighting can draw learners' attention to the most important parts.
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ood teachers already practice the four techniques we�ve described for teaching recognition:
(1) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
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15 Sep 14
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Thus, exposure to multiple examples supports bottom-up recognition processes
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples.
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Thus, the flexible nature of digital media expands teachers' ability to collect many varied examples that are personally and topically relevant and provides new ways for students to interact with those examples.
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Left to their own devices, recognition networks exposed to multiple examples derive key features and identify patterns. But this is laborious work, and students have much to learn. Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning
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Teachers also highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions.
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Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy.
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And so our search should be for the family of representations that can convey core ideas in a multiplicity of ways at once accurate and complementary"
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Presenting information in multiple formats and media is perhaps the most researched facet of UDL.
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When we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience.
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Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information.
-
Good teachers already practice the four techniques we�ve described for teaching recognition:
(1) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
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08 Nov 13
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g Method 2: Highlight
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Teaching Method 2: Highlight Critical Features
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recognition networks
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process easier by highlighting the critical features of a pattern as a way of directing students' learning
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In text, conventions such as italics, bold-faced type, font size, and color highlighting can draw learners' attention to the most important parts
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highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions
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Animations, color highlighting, graphic elements that add emphasis
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Digital media and tools
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overlay text and images onto video to emphasize particular elements of content
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02 Nov 13
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recognition networks need exposure to multiple examples. By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks can extract the critical features that define that pattern and identify new instances that share those features. Thus, exposure to multiple examples supports bottom-up recognition processes.
-
Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples. Digital media and tools can facilitate finding and presenting these examples in the form of text, image, sound, or video. Unlike a printed textbook, in which the examples are limited in number and selected by the publisher, the array of materials available in digital form (online and on multimedia disks) lets us build expansive collections of examples suited to our instructional needs and the needs of our students.
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Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
-
Teachers also highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions. In text, conventions such as italics, bold-faced type, font size, and color highlighting can draw learners' attention to the most important parts. But conventional marking methods�whether visual or auditory�will not work for everyone: textual cues only help those facile with text, spoken words are gone after class, and neither medium may be optimal for working with some kinds of patterns, such as musical themes or geographical features.
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Even more significant for individualizing, with the flexibility of digital tools, we can select different sets of highlighting options for different learners and show or hide these scaffolds depending on the student and his or her particular stage of learning.
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Because learners' recognition networks have varying abilities to process visual, aural, olfactory, or tactile patterns, a single means of presentation doesn't work for all students.
-
Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular modality to access the information via another one. It also enables students to find the format or medium that appeals to and works best for them�increasing their access to learning. Redundancy offers opportunities to discern patterns in a variety of ways, thereby increasing the understanding about what matters in the pattern.
-
It's important to evaluate all materials in light of learning goals, the nature of the information, and the characteristics of learners. Do the multiple representations suit the content? Do they tie closely to instructional goals?
-
When we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience.
-
Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information. Some of the familiar ways of doing this are by asking students to reflect on their own experiences that relate to reading material, reviewing key vocabulary prior to reading assignments, and directing students to relevant additional materials.
-
Digital materials provide an ideal vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources such as those on the Web. In this context, students can access background knowledge if and when they need to, on their own schedule.
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01 Oct 11
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Thus, exposure to multiple examples supports bottom-up recognition processes.
-
Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples.
-
Thus, the flexible nature of digital media expands teachers' ability to collect many varied examples that are personally and topically relevant and provides new ways for students to interact with those examples.
-
Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
-
Teachers also highlight critical features when they speakÿfdusing pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions.
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Choice enables those with disabilities affecting a particular modality to access the information via another one
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Consequently, what the brain already knows can influence what it will learn from a new example or experience.
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f course, as in all other arenas, students differ significantly in
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Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information
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26 May 11
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Provide Multiple Examples
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) is a wug.
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples. Digital media and tools can facilitate finding and presenting these examples in the form of text, image, sound, or video. Unlike a printed textbook, in which the examples are limited in number and selected by the publisher, the array of materials available in digital form (online and on multimedia disks) lets us build expansive collections of examples suited to our instructional needs and the needs of our students. These digital resources can be saved and shared from class to class and from year to year.
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Highlight Critical Features
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Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
-
Provide Multiple Media and Formats
-
Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular modality to access the information via another one. It also enables students to find the format or medium that appeals to and works best for them�increasing their access to learning. Redundancy offers opportunities to discern patterns in a variety of ways, thereby increasing the understanding about what matters in the pattern.
-
Presenting information in multiple formats and media is perhaps the most researched facet of UDL. This is partly because access standards developed for building design have extended into the world of information design.
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Support Background Knowledge
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new learning is integrated into networks that have been shaped by previous learning
-
When we learn, we incorporate new knowledge into old knowledge.
-
what the brain already knows can influence what it will learn from a new example or experience.
-
Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information. Some of the familiar ways of doing this are by asking students to reflect on their own experiences that relate to reading material, reviewing key vocabulary prior to reading assignments, and directing students to relevant additional materials.
-
) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
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20 Mar 11
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Thus, the flexible nature of digital media expands teachers' ability to collect many varied examples that are personally and topically relevant and provides new ways for students to interact with those examples.
-
Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular modality to access the information via another one. It also enables students to find the format or medium that appeals to and works best for them�increasing their access to learning. Redundancy offers opportunities to discern patterns in a variety of ways, thereby increasing the understanding about what matters in the pattern. In the words of Howard Gardner, "The best representations are multiple. And so our search should be for the family of representations that can convey core ideas in a multiplicity of ways at once accurate and complementary" (1999, p. 202). Research has shown that teaching in multiple modalities (a technique sometimes called transmediation) not only increases access for students with difficulties but also improves learning generally among all students (Siegil, 1995).
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When we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience.
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09 Mar 11
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These digital resources can be saved and shared from class to class and from year to year. Additionally, because students can edit and manipulate digital materials, they can learn about patterns by interacting with and changing them. Thus, the flexible nature of digital media expands teachers' ability to collect many varied examples that are personally and topically relevant and provides new ways for students to interact with those examples.
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Teachers also highlight critical features when they speak�using pitch, volume, pauses, intonation, pointing, gesturing, and facial expressions. In text, conventions such as italics, bold-faced type, font size, and color highlighting can draw learners' attention to the most important parts. But conventional marking methods�whether visual or auditory�will not work for everyone: textual cues only help those facile with text, spoken words are gone after class, and neither medium may be optimal for working with some kinds of patterns, such as musical themes or geographical features.
-
In the words of Howard Gardner, "The best representations are multiple. And so our search should be for the family of representations that can convey core ideas in a multiplicity of ways at once accurate and complementary" (1999, p. 202). Research has shown that teaching in multiple modalities (a technique sometimes called transmediation) not only increases access for students with difficulties but also improves learning generally among all students (Siegil, 1995).
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07 Oct 10
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differentiated instruction
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04 Mar 09
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Teaching Method 1: Provide Multiple Examples
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By seeing, hearing, smelling, or touching many instances of a pattern, recognition networks can extract the critical features that define that pattern and identify new instances that share those features. Thus, exposure to multiple examples supports bottom-up recognition processes.
-
The more examples and counter-examples you see, the more clearly you understand
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples. Digital media and tools can facilitate finding and presenting these examples in the form of text, image, sound, or video.
-
Additionally, because students can edit and manipulate digital materials, they can learn about patterns by interacting with and changing them.
-
Teaching Method 2: Highlight Critical Features
-
Left to their own devices, recognition networks exposed to multiple examples derive key features and identify patterns. But this is laborious work, and students have much to learn. Good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students' learning.
-
Good teaching includes much of this kind of bottom-up scaffolding.
-
Digital media and tools offer teachers a wider variety of ways to highlight key features. Animations, color highlighting, graphic elements that add emphasis, and the capacity to "zoom in" on photographic images are just a few examples. We can also overlay text and images onto video to emphasize particular elements of content. Even more significant for individualizing, with the flexibility of digital tools, we can select different sets of highlighting options for different learners and show or hide these scaffolds depending on the student and his or her particular stage of learning.
-
Teaching Method 3: Provide Multiple Media and Formats
-
Because learners' recognition networks have varying abilities to process visual, aural, olfactory, or tactile patterns, a single means of presentation doesn't work for all students.
-
Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular modality to access the information via another one. It also enables students to find the format or medium that appeals to and works best for them�increasing their access to learning. Redundancy offers opportunities to discern patterns in a variety of ways, thereby increasing the understanding about what matters in the pattern.
-
Presenting information in multiple formats and media is perhaps the most researched facet of UDL. This is partly because access standards developed for building design have extended into the world of information design. International standards for Web site design specify exactly how to represent information in multiple media for maximum access and usability.
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The multiple representations that fulfill access requirements are a step in the right direction. But evaluating the suitability of materials or Web sites to support UDL-based teaching requires us to consider a broader set of questions. It's important to evaluate all materials in light of learning goals, the nature of the information, and the characteristics of learners. Do the multiple representations suit the content? Do they tie closely to instructional goals?
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Teaching Method 4: Support Background Knowledge
When we learn, we incorporate new knowledge into old knowledge. In neural network terms, new learning is integrated into networks that have been shaped by previous learning. Consequently, what the brain already knows can influence what it will learn from a new example or experience.
-
Teachers help students tie their background knowledge to new patterns (a top-down recognition process) and help fill in gaps by providing related information. Some of the familiar ways of doing this are by asking students to reflect on their own experiences that relate to reading material, reviewing key vocabulary prior to reading assignments, and directing students to relevant additional materials.
Digital materials provide an ideal vehicle for supporting background knowledge because they are flexible and because they can be linked to other information resources such as those on the Web. In this context, students can access background knowledge if and when they need to, on their own schedule. Further, digital background supports can be provided in multiple media.
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22 Feb 09
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exposure to multiple examples supports bottom-up recognition processes.
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Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples. Digital media and tools can facilitate finding and presenting these examples in the form of text, image, sound, or video. Unlike a printed textbook, in which the examples are limited in number and selected by the publisher, the array of materials available in digital form (online and on multimedia disks) lets us build expansive collections of examples suited to our instructional needs and the needs of our students.
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"marking of critical features" as one of the key ways to scaffold learning in the tutorial context. Good teaching includes much of this kind of bottom-up scaffolding.
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textual cues only help those facile with text, spoken words are gone after class, and neither medium may be optimal for working with some kinds of patterns, such as musical themes or geographical features.
-
Redundancy offers opportunities to discern patterns in a variety of ways, thereby increasing the understanding about what matters in the pattern. In the words of Howard Gardner, "The best representations are multiple. And so our search should be for the family of representations that can convey core ideas in a multiplicity of ways at once accurate and complementary" (1999, p. 202). Research has shown that teaching in multiple modalities (a technique sometimes called transmediation) not only increases access for students with difficulties but also improves learning generally among all students (Siegil, 1995).
-
what the brain already knows can influence what it will learn from a new example or experience.
-
(1) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
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19 Jul 08
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Do the multiple representations suit the content? Do they tie closely to instructional goals? For example, students studying the impact of interest rate changes on the broader economy could learn about this topic by reading text, hearing a lecture, or viewing images representing that relationship. However, a manipulable, animated graph that dynamically links changes in interest rates to changes in other economic indicators would be a more effective way to explore these interactions. Fortunately, it is becoming easier to find suitable digital materials tied to standards and goals, thanks to ever-increasing online collections of digital resources, which provide high-quality materials ready to integrate into curriculum.
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(1) Providing multiple examples. (2) Highlighting critical features. (3) Providing multiple media and formats. (4) Supporting background knowledge.
But individualizing these techniques so that each learner finds suitable presentations and supports is nearly impossible without digital content and flexible learning tools.
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09 Jul 07
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