Supporting the Needs of all Learners Catherine E. Rosario EDU 697: Capstone: A Project Approach Dr.

Keith Pressey December 10, 2013

Supporting the Needs of all Learners Learning theories, such as the behavioral, cognitivist, constructivists, and communication learning theories, are essentially the basis of all learning no matter if it is with technology, out in nature, with music, or in math. With that said these theories give perspective on learning and give a foundation on what to build on when preparing a lesson, unit, or even learning outcomes for a course. Learning theories will be very valuable to me as a teacher and will always be in the back of my mind while preparing lessons, units, learning objectives, delivering lessons, implementing technologies, or practically doing anything in my classroom or anything related to teaching and learning! These learning theories will also create a foundation to build on learning and teaching styles in the classroom to promote differentiated instruction and support teaching and learning for each and every student in the classroom. Instead of teaching to the book, utilizing these theories to their fullest can encourage teaching the class as a whole while still reaching and working with each student individually. There for stressing the importance of instructional design to support the needs of all learners. For example, taking into consideration Blooms Taxonomy (Cognitivist Theory) for thinking processes or external stimuli responses (Behavioral Theory) will really help to elaborate on lesson planning and curriculum enhancement, as well as how to incorporate student involvement. On that note these theories give perspective on learning and give a foundation on what to build on when preparing a lesson, unit, or even learning outcomes for a course. Universal Design for Learning Many students have different needs, abilities, and preferences. Neither their strengths nor their barriers to learning are always obvious. They tend to be the students "in the margins"

those who need different kinds of supports and scaffolds to learn (Rose, Meyer, & Hitchcock, 2005). In fact, they are a heterogeneous group struggling to learn for a wide variety of reasons from sensory or physical disabilities, emotional or behavioral challenges to learning disabilities or reading difficulties or Autism spectrum disorders. Not so long ago, these students would be educated primarily in self-contained or separate classes or schools (Rose et al., 2005). Today, most of these students are in general-education classrooms and expected to progress in the general-education curriculum. Schools and educators are accountable for real progress and demonstrable learning outcomes. Unfortunately, the typical curriculumusually centered on printed materialsis designed for a homogeneous group of students and is not able to meet different learner needs. That design puts the burden on learners to adapt to inflexible curricula and on educators, like Katherine, to create modified materials personalized to the needs of each student. The real challenge for educators, then, is to provide learning opportunities in the general-education curriculum that are inclusive and effective for all students. Universal Design for Learning (UDL), defined in the Higher Education Opportunity Act of 2008 as a "scientifically valid framework for guiding educational practice," turns this situation around. UDL puts the burden of change where it belongs: on the curriculum itself (Higher Education Opportunity Act of 2008). By facilitating the design and implementation of a flexible, responsive curriculum, UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. UDL implementation provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. MATLT Activity Redesign

Originally this particular assignment required the design of a do-type activity for a classroom and subject of our own choice. I chose to complete this assignment, classification, for a kindergarten classroom utilizing the smart board. In summary, the completed assignment included a power point presentation, to be displayed on the smart board, reviewing learning objectives, definitions, colors, shapes (both flat and solid), and big or small, with do-activities to go with each. Although one of the color sorting activities involves students each taking a turn on the smart board, I wanted to redesign this assignment to incorporate some other aspects of technology for students to utilize. I believe this assignment should also include the use of iPads which have the ability to house applications that aid in the learning and application of sorting. I would incorporate a work time center for two or three students where they can use the iPads connectively or individually utilizing an application for sorting and classification. Not only does this include the use of technology, but it also gives students the opportunity for a hands-on learning activity, hand-eye coordination exercise, practice following directions, and sorting practice. The other change I think would be appropriate is to also incorporate a work time center including Leap Pads which house interactive reading books. These books could include more review on shapes, big and small, and colors. They could also include discussion on sorting and classifying within the story. It would be a great activity to keep young students engaged, motivated, and interested in what they are learning as well as encouraging reading and recognizing sight words. Incorporating technology into any classroom increases motivation, reinforces skills, differentiates instruction, and encourages collaboration. While technology does not take the place of vital, developmental play and hands-on learning, it certainly adds to them, reinforcing

traditional methods of teaching. It encourages young children, allows for creativity and connect to the curriculum, which benefits both the teacher and the students. It is also true that teachers have replaced math workbooks with electronic tablet programs that give children immediate feedback and free the teacher to reach those children who need one-on-one help (LoBello, 2013). Reflection Implementing these changes were not difficult, however, I already implemented some technology into the assignment the first time so originally I did not feel it needed anymore. The importance of technology is using it as an instructional tool, knowing how and remembering to use it correctly and efficiently. Lever-Duffy & McDonald describe that technology is a means to an instructional end, not an end in itself (2011) which means teaching with the end (learning objective) in mind, and use technology as an effective tool, along with a sound lesson design and instruction, to achieve that end. I think it is important that teachers do not replace solid instruction and student/teacher or student/student interaction with technology, but incorporate it into the lesson and interaction as a tool like stated above. Technology will aid both the teacher in the classroom with instruction as well as the student in the classroom with learning, with that said I believe technology is here to stay while it is such an important key in society today. So, with that said I wanted to be sparing with how much technology would be used in one lesson, but make it useful and effective for the students as well.

References Lever-Duffy, J. & McDonald, J.B. (2011). Teaching and learning with technology (4th ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon LoBello, K. (2013). How can technology be beneficial in a kindergarten classroom? Retrieved on December 9, 2013 from http://everydaylife.globalpost.com/can-technology-beneficialkindergarten-class-6647.html Rose, D. H., Meyer, A., & Hitchcock, C. (Eds). (2005). The universally designed classroom: accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.