Designing for Learning

Photo courtesy of danzo08.

           LEGOS were my favorite toy growing up because there were a million different ways that the pieces could be put together and instruction booklets that came with each set allowed for multiple construction projects. Each time the new plastic smell drifted out of the box, my mind was filled with a multitude of ways to engage in creation. I could break down a castle and make a spaceship with the same pieces. No matter what I wanted to construct though, there were the same building blocks for each project, and what made the variety was the planning process and intent of each of the projects I embarked on. My varied interests, the pieces that I had at hand, and my prior knowledge all had an impact on the types of constructions I was able to form.  This is the same kind of process that EDUC 6714 taught me to go through when planning for a differentiated learning environment.

            Each student will approach the class in a variety of ways based on their unique backgrounds, their interests, and their abilities (Rose & Meyer, 2002).  My job as an instructor is to help them to access the content of my class. This is only possible if I know my students, and gathering information from students is something that is far easier today than at any previous time in human history. Technology has provided teachers with all sorts of tools to gather information about our students. Tools like interest inventories, learning style surveys, multiple intelligence tests, learner profiles, state assessments, and a host of different data tracking systems like EASy all make getting to know the abilities, interests, and preferences of our students easier than ever.

            Once we have all of this information, we have the ability to select from a variety of different tools and a variety of different resources in order to provide those students with the learning experiences that they desire and deserve. If we think about all of the different ways that we could differentiate from the beginning of our planning, like Universal Design for Learning says (CAST, n.d.), then we can truly begin to talk about how to differentiate our instruction. Using technology can help us to create learning environments that are inclusive of all learners and offer a variety of challenge and engagement (Laureate, 2009). This technology can be used to provide all students ways to access the content, show their understanding of the content, and choose what aspects of the content appeal to them. By allowing these kinds of choices, students’ different learning networks are engaged (Rose & Meyer, 2002).

            Of course, this kind of learning environment requires that teachers know that a variety of tools exist that learners can use and that teachers are comfortable with allowing students to address their unique learning needs. This environment also requires that teachers actively plan for differentiation using some sort of method like the Cast Lesson Builder guides teachers through (Howard, 2004). By planning for a variety of different kinds of assessments (blogs, wikis, Prezis, podcasts, videos, etc.) from the beginning, each student has the ability to contribute to the learning environment. Teachers can make this an easier task by creating rubrics for the different types of activities ahead of time.

            This type of classroom looks and operates very differently than a traditional classroom though. Teachers must engage administrators, parents, colleagues, and the community in creating a supportive learning environment where all students are provided with the access and tools that they need to be successful. A variety of communication platforms should be engaged (Twitter, Facebook, email, shared calendars, transparent online classrooms, online grading programs, etc.) so that parents have a variety of ways to access information about their children’s learning experiences.  As their children begin to expand their educational awareness, enjoyment, and experiences, parents and students can begin to explore education as a vital and meaningful part of these young people’s lives. As individual learning experiences address individual learning gaps, parents, students, and the community will find classrooms and schools to rally around.

            This can only become possible with a plan of action that values students as individuals. It can also only become possible with a plan of action that addresses current available technologies and emerging technologies. It is the responsibility of the teacher to stay informed on new trends in technology and new tools/capabilities that would meet the needs of the diverse learners in the classrooms of today. Conducting research on new technologies, using Personal Learning Networks, and joining professional communities like the International Society for Technology in Education are all ways to ensure that teachers are staying current as new technologies emerge. Taking this information and combining it with research on how the brain learns can provide a teacher with the credibility to weigh in on school and district committees regarding technology plans.

            Each piece is vital, but each piece can be viewed multiple ways. As we try to address the specific and diverse needs of our students in the 21^st century, it is extremely important that we plan to use a variety of tools that satisfy a wide range of students and allow for different platforms of communication with the entire spectrum of people served by our efforts. If we do this well, we can create a learning experience for our students that is appropriate, inclusive, engaging, and rigorous. This is a lot like opening that tub of LEGOS and looking at all the possibilities. A standardized approach to the complex task of learning does not allow for the range of experiences available in the real world of the 21^st century. A complex, varied, multimodal learning environment invites our students into a complex, varied, multimodal world and this is the world that our students already live in. 

References:

CAST: Center for Applied Special Technology. (n.d.). CAST: Center for Applied Special Technology. Retrieved October 3, 2010, from http://www.cast.org/

Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29. Retrieved from the ERIC database.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Rose, D., & Meyer, A. (2002). Teaching Every Student: Information & Ideas. CAST: Center for 
            Applied Special Technology. Retrieved October 3, 2010, from
            http://www.cast.org/teachingeve