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1. Design for variability using UDL helps learners maximize their strength.

2. Educators and learners both need to aware of what they want to achieve as their goals, therefore the goals derive the nervous system and finally learners use their energy purposefully.

3. UDL assists in high quality learning and become expert learners.

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UDL recognises variability in the why of learning, what of learning and the how of learning.

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I wonder how to create engagement with students who have previously had a bad experience in your subject

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The brain changes with time. There are no average brains, each one is variable and different. You must plan for this variability as it is the norm. If not, you can disadvantage your learners, who all learn in different ways.

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It may be easier to set goals for the learning if students are streamlined. Learning becomes for focused and goals are easily achieved.

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UDL is not linked to the requirments of NZQA external exams that are written time limited and require structured answers. NZQA is a major way the board, community measures success at College

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🧠 “Learning isn't just a mental exercise—it’s a full-brain workout.

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How many students actually have the goal of "learning" in the classroom?

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Different learning styles don't exist. Learners brains are activated in different ways.

Goals (clear learning objectives) drive the nervous system

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Recall of prior experience drives perception, action and engagement.

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UDL guides teachers to be creative and responsive in their practice.

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We need goals!

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Goals drive our nervous system - helping us learn

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Clear learning outcomes can trigger students prior knowledge and build stronger connections to more effective learning.

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1. The very act of learning and engagement physically changes our brain plasticity and creates strong, retainable memory paths.

2. UDL ensures that students are offered an opportunity within their own frame of reference, associations made to, and attitude towards learning, which enables all students to demonstrate success in their own unique way.

3. UDL results in student empowerment and ownership of their own learning.

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I think UDL could make a difference in the classroom. I like the concept of brain plasticity. This simply means that it is never too late to learn new skills, and it also means that if learners do not practice learning a concept/task they may lose the skill. I think teacher also need to be mindful of learners' cultural background, special educational needs and disabilities, but do teacher have the time to do this? In a class of 25+ students, this may be a challenge.

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1. No 2 brains are the same- consider variability.

2. 3 Neurological organisations aligned to UDL- engagement, representation, action and expression

3. Plasticity of the brain means learning is a constant growth process.

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The three brain networks

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1. Neuroplasticity and Learning
UDL leverages the concept of neuroplasticity—the brain's ability to change and adapt through experience. By offering multiple pathways for learning, UDL helps strengthen neural connections and supports long-term learning.

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We need to be flexible in out approach to teaching, but also assessing.

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Another way the Ministry is going to get teachers to do more for less.

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How does UDL link to the stages of cognitive development?

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Destination/purpose is important.

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the brain is moldable and you can always create new connections

the brain is goal driven - it's important as educators that we make the goal for learning explicit to our learners

I wonder if/how trauma impacts the plasticity of the brain

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Our brains always have a goal

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Learners dont have one specific style of learning. They rely on many parts of their brain to work together

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A brain can take as many information as you want.

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Learners do not have an isolated learning style but instead rely on many parts of the brain working together to function within a given context.

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There is no average brain.

Clear goals will help with brain connectivity

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Past experiences play a big role in deciding if a goal is important or not to person.

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Use it or lose it

neurons that wire together fire together

three networks for information to be interpreted

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UDL isn’t something we can master overnight. it takes training and time

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The nervous system constantly makes predicitions and anticipates how we will fare

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Having explicit goals bring forth meaningful learning experience, purposeful options and the less likely our brains will focus on competing goals.

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Neuroplasticity of the brain is important in being proactive in the design of your lesson to allow for more flexible decision making

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Having a goal drives the brain and the brain chooses which goals are valuable or not.

There are 3 brain networks that the UDL framework targets: affective, recognition, and strategic. Learner variability is predictable.

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Brains are goal driven - the more explicit we are with the goals the more meaningful the learning experience.

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Past experiences impact the way new information in processed in the brain

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Tools, choices and support to empower all learners.

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Explicit learning goals are important so learners know what they need to do to achieve.

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Frequent Formative feedback create and strengthen the connections

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Use it or loose it

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Previous experiences shape students' reaction to task, setting goals is really important- so remind students of end goals of work

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Brains want a goal to work towards

Like fingerprints, no two brains are the same

Neurons that fire together wire together

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In what ways can I better recognize and support (emotional & motivational) needs of my learners

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No brain the same.

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Neuroplasticity of the brain is our friend

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The brain is complicated!

Variability can be overwhelming for educators who are planning for dozens of learners each day.

I would like to know how this looks like in the classroom.

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UDL aligns with brain organisation - Engagement, representation and action & expression

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Tech tools and resources can really help, but not every school has easy access to them.

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Hebb's Law says 'neurons that fire together wire together.' = Use it or lose it

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Learning is a constant growth process

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The importance of goals and therefore LO's.

Prior knowledge.

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Brains always need a goal, hence why learning intentions are so important. No goal, no direction.

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Teachers must design for variability not the average brain.

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The Brain decides which goals are valuable-or not