Learner Diversity

Teaching Every Student in the Digital Age argues that with the variety of learners today, those who are gifted or challenged coming from different backgrounds, teaching should be adapted. Teachers are forced to teach to certain standards, and must adapt to the learner. The UDL model calls for individualised instruction and assessment embedded in the learning process. Teachers are more like coaches than lecturers. Books produced by the authors online may be tailored to individual learners whether or not they are disabled. Teachers should focus on the process of learning as opposed to just learning information. There must be a balance between providing support and providing challenges. The three principles of UDL are: supporting recognition learning and providing flexible methods of presentation, support strategic learning with flexible methods of expression and apprenticeship, finally to support affective learning using multiple types of engagement. Providing at least two ways to process information remove barriers for diverse learners, and scaffolding assists with bottom-top processing. Media can be used to help students who have different recognition, strategic and affective networks. It can also remove hurdles for students with disabilities. The authors argue increased use of digital learning may remove labels of disabilities. Teachers must set clear goals, but provide flexibility at the same time. Materials must be individualize, and assessment must be, too.
The authors emphasize a lot of technology use that is quite expensive. Not every school can afford to impliment such extensive use. It's also hard to individualize so many aspects of the learning process, even if teachers want to, there is just not that much time. However, I believe that teachers can try to use these strategies. For students who do have disabilities that require them to find alternate means, technology can be used. Many students however can still learn with a more limited use than is promoted in the article. Providing multiple stimuli can be used, integrating pictures, charts, even movies, in daily learning. Cooperative learning can be done with students breaking into groups and discussing. Putting students in groups based on ability within a classroom has been done for years, and there is some merit to it. Goals, teaching, and assessment can be "individualized" for groups, and working together with other students will increase learning.