Name: Lamorena, Joan L.

Course and Section: BTLED-ICT 3B

Here is what I learned from the Universal principle of design that can apply in the
teaching field.
1. 80/20 Rules (How to achieve more by focusing on less)
The concept is straightforward: just about 20% of the activity is responsible for
80% of its effect. In other words, 20% of the cause is responsible for 80% of the
effect. The idea is to look for the small details that add up to a huge result. The
ability to assess your goals and duties differently is the most intriguing aspect of
the 80/20 rule. You'll begin by focusing on what will bring you the most success
and enjoyment. These will allow you to concentrate and, more importantly, focus
on one task at a time. These will make a huge difference since, as we all know,
humans aren't nearly as excellent at multitasking as we assume.

2. Expectation Effects (The power and perils of knowing what’s expected)

Teachers' expectations for student accomplishment, in my opinion, have an
impact on students' learning and accomplishment. Teachers' expectations for
student academic progress are more accurate the better they know their pupils,
especially in the early grades. A teacher's expectations for a certain student can
have a substantial impact on that student's performance. Teacher expectations
might be based on factors such as color, ethnicity, and family socioeconomic
level, as well as indicators of previous success. Teachers set performance
expectations for pupils and treat pupils differently based on those expectations.
Teachers must change their expectations and teaching approaches to create a
student-centered learning culture so that all children can achieve high levels of
learning.

3. Progressive Subtraction (Why pruning is the path to great design)

Teachers that are progressive aim to make school entertaining and beneficial by
creating classes that pique students' attention. In a progressive education
program, the teacher's responsibility is to create a carefully designed learning
environment and curriculum, as well as to prepare pupils to be members of a
democratic society. Carpentry, weaving, cooking, and the study of local
geography would all be part of the curriculum.

4. Shaping (How to teach a new robot old tricks)

Consider shaping as a steady, step-by-step learning process. For example, If you
want an animal in a laboratory to walk across a room and press a lever. You start
by rewarding or reinforcing any behavior that brings the animal closer to the
level. Breaking down a complicated behavior into a series of simple behaviors
that are trained one by one until the complex behavior is attain is known as
shaping. It is regarded as a necessary step in the teaching process since
conduct can’t be rewarded unless it occurs beforehand.
5. Root Cause (for want of a nail)
Finding an issue, identifying the sources of the problem, and identifying ways to
resolve the problem are the three major steps for me when it comes to root
cause analysis. It is a helpful method for comprehending and resolving a
problem. Determine what bad events are taking place. Then examine the
intricate systems that surround those issues for key points of failure. Finally,
come up with answers to those major points, or underlying causes. It's also a
problem-solving technique aimed at identifying the deepest base and most
fundamental causes of identified issues. Rather than addressing symptoms, Root
Cause assists schools in correctly identifying the real problems.