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Model 1: Identifying Brain Network
In this model, we've linked each identified curriculum barrier to the brain
network or networks involved (recognition – recognizing key patterns; strategic
– executing skillful processes; affective – engaging with the learning
task). This type of analysis helps lead to UDL solutions.
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Materials
and Methods
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Potential
Barriers / Missed Opportunities
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Network(s)
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| Printed Materials | Difficulty seeing small text | Recognition |
| Difficulty decoding & comprehending content | Recognition Strategic |
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| Lecture & Chalkboard | Difficulty with extracting key points and notetaking | Recognition Strategic |
| Not engaged with material, distracted from listening | Affective | |
| Internet research | Difficulty finding relevant information |
Recognition |
| Trouble keeping track of information gathered | Strategic | |
| Chapter test | Some students can't effectively show knowledge on tests | Strategic Affective |
| Text anxiety | Affective | |
| Written report | Difficulty with writing mechanics | Recognition Strategic |
| Students with strengths in other modalities - skills not tapped | Strategic Affective |
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| Oral report | Some students intimidated | Affective |
| Does not tap into other expressive modalities | Strategic Affective |
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| Fixed project requirements & due date | Disengages students who have alternate strategies for completing work | Affective |
| Does not allow students to work at own level or pace | Strategic Affective |