1. Multiple Means of Action and Expression Institute 2011

2. UDL Principle : Provide Multiple Means of Action and Expression

3. Strategic networks Understanding the science of what learning is Plan, organize, and initiate purposeful actions on the environment

5. Strategic Networks A goal-driven system, heterarchical

6. Writing your name? Separating means from ends Physical Actions or Movement

7. Drawing with cerebral palsy Physical Actions or Movement Start at nine minutes

9. © CAST 2011

10. Tod Machover and Dan Ellsey

11. © CAST 2011

12. Guideline 5: Provide options for expressive skills and fluency 5.1 Options in the media for communication 5.2 Options in the tools for composition and problem solving 5.3 Options in the scaffolds for practice and performance Skills and Fluency

13. Individual Differences in Expression

14. Individual Differences in the Means of Expression

15. Drawing: A desirable difficulty Separating Means from ends: to reduce undesirable difficulties Skills and Fluency

16. Drawing: a desirable difficulty Drawing on the spectrum On the spectrum II Skills and Fluency

17. Music: a desirable difficulty Rex on the Piano Skills and Fluency

18. Video (captioned) available on web Slides available on web Distributed Notetakers 1) Berkowitz; 2) Parker; 3) Kim123 4) Goldsmity; 5) Sallen; 6) Roberti456

20. Executive Functions Guideline 6: Provide options for executive functions 6.1 Options that guide effective goal-setting 6.2 Options that support planning and strategy development 6.3 Options that facilitate managing information and resources 6.4 Options that enhance capacity for monitoring progress

22. Scaffolding the Executive Expert SpaceExpert Space HomeHome

23. Final Projects Options in the Media Options in scaffolds available Rubrics Task Deliverables Monitoring Progress and Feedback embedded checks

24. New media provides dynamic options for engagement and motivation NING

25. What kinds of variance do we see in Strategic Networks Motor Acts - Hypertonic to Hypotonic Skilled Actions – Fluent to Apraxic/dyspraxic Executive Functions – Focused to Distractible

26. Strategic and Motor Networks: Distributed Parallel Heterarchical Besides Lesions, what else would lead you to behave non-Strategically ?

27. Ability to set proper goals Ability to plan, adopt strategy Ability to manage info and resources Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Executive Functions Skills and Fluency Physical Action

28. Ability to set proper goals Ability to plan, adopt strategy Ability to manage resources Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Media specific skills and fluency Tool-specific skills and fluency Executive Functions Skills and Fluency Physical Action

29. Ability to set proper goals Ability to plan, adopt strategy Ability to manage resources Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Media specific skills and fluency Tool-specific skills and fluency Executive Functions Skills and Fluency Physical Action Ability to move, navigate, locomote

31. Executive Functions Skills and Fluency Physical Action What does this medium require for expression?

32. Ability to set proper goals Ability to plan, adopt strategy Ability to manage resources Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Fluency in writing letters, words, sentences Fluency in conventional English spelling, Competency in generating English syntax Physical ability to grasp and control pen, pencil Executive Functions Skills and Fluency Physical Action

33. Ability to set goal for writing Ability to plan, organize essay Ability to manage information Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Fluency in writing letters, words, sentences Fluency in conventional English spelling, Competency in generating English syntax Physical ability to grasp and control pen, pencil Executive Functions Skills and Fluency Physical Action All of these are potential barriers to expression. What kinds of options could reduce these barriers?

34. Ability to set goal for writing Ability to plan, organize essay Ability to manage information Ability to monitor progress Planning and Strategies Managing info and resources Monitoring Progress Fluency in writing letters, words, sentences Fluency in conventional English spelling, Competency in generating English syntax Physical ability to grasp and control pen, pencil Executive Functions Skills and Fluency Physical Action All of these are potential barriers to expression. What kinds of options could reduce these barriers? What would we do to make expression more UDL?

35. Education, like the brain, is goal-driven

36. Teaching, like exercise, comes from the right balance of challenge and support. No challenge, no development. The idea of “Desirable Difficulties”

37. UDL: Increasing the Desirable Difficulties Decreasing the Undesirable Difficulties

38. Mirror Neurons Watching Mirror Neurons

41. In early tests, a neuron in the premotor area F5, associated with hand and mouth acts, became highly active when the monkey grasped a raisin on a plate (1). The same neuron also responded intensely when an experimenter grasped the raisin as the monkey watched (2).

42. We've shown that the mirror system is finely tuned to an individual's skills. A professional ballet dancer's brain will understand a ballet move in a way that a capoiera expert's brain will not. Our findings suggest that once the brain has learned a skill, it may simulate the skill without even moving, through simple observation. An injured dancer might be able to maintain their skill despite being temporarily unable to move, simply by watching others dance. This concept could be used both during sports training and in maintaining and restoring movement ability in people who are injured." Patrick Haggard of UCL's Institute of Cognitive Neuroscience

43. The results were interesting. Firstly, we were looking for results in different areas of the brain. Broadly speaking, there are two kinds of brain that we were interested in. Firstly, there's the visual brain. That's the part that normally does seeing, which is actually at the back of your head. And then there's the movement control brain, called premotor cortex, which is around the middle of your head and slightly in front and slightly behind there. Now, what we were interested to see was that when these subjects were lying in the scanner, watching movement, the movement brain is the part of the brain whose activity changes with the kind of movement that they're seeing. So you might think that if they're seeing one dance style or seeing another dance style, it's the visual brain that would see differently. But, no, it's the movement brain that cares whether the style they're seeing is something that they can do or not.

44. the brain uses everything it can to try and see the world. It will use knowledge of all sorts to help it to interpret the world in front of it. So if you're seeing movement, you've got a whole set of clues that can help you read that, because you yourself can produce it.

45. We think that this is a form of resonance if you like, that your own motor control cortex, the bit that would control your own movements, is more excited, it turns out, when you see other people doing moves that you can do. And that's probably because it's resonating with those movements better. It can interpret them in its own terms in a way that it can't when it's seeing a movement style which it doesn't know how to perform.

47. Are strategies always top- down?

48. In the picture below, much more activation of motor imagery areas is seen when looking at pictures of tools vs. non-tools.

50. Examples: NSF’s Science Writer Carnegie’s Strategy Tutor Scholastic’s Expert Space Multiple Means of Expression and Action

51. Drawing: A desirable difficulty Separating Means from ends: to reduce undesirable difficulties Skills and Fluency

52. Drawing: a desirable difficulty Drawing on the spectrum On the spectrum II Skills and Fluency

53. Music: a desirable difficulty Rex on the Piano Skills and Fluency

54. Executive Functions Separating means from ends Drawing with the executive

55. Picasso The Early Years 1892 - 1906 Picasso — the early years, 1892-1906. M. McCully (Ed.). 1997. Washington, DC: National Gallery of Art

56. Study of a Torso, after a Plaster Cast 1893-1894 12 years old

57. Old Fisherman 1895 14 years old

58. Lola 1899 18 years old

59. Portrait of Joseph Cardona 1899 18 years old

60. Spanish Couple Before an Inn 1900 19 years old

61. Bullfight 1900 19 years old

62. Moulin de la Galette 1900 19 years old

63. Montmartre Street Scene 1900 19 years old

64. Stuffed Shirts 1900 19 years old

65. Blue Roofs 1901 20 years old

66. On the Upper Deck 1901 20 years old

67. Still Life 1901 20 years old

68. Woman with Cape 1901 20 years old

69. Boulevard de Clichy 1901 20 years old

70. Fourteenth of July 1901 20 years old

71. Casagemas in Coffin 1901 20 years old

72. Head of the Dead Casagemas 1901 20 years old

73. Self Portrait 1901 20 years old

74. Sainte-Lazare Woman by Moonlight 1901 20 years old

75. Mother and Child by a Fountain 1901 20 years old

76. What kinds of variance do we see in Strategic Networks Motor Acts - Hypertonic to Hypotonic Skilled Actions – Fluent to Apraxic/dyspraxic Executive Functions – Focused to Distractible

77. Strategic and Motor Networks: Distributed Parallel Heterarchical Besides Lesions, what else would lead you to behave non-Strategically ?