No student is alike
Page 70 of the Teaching Every Student text notes that “the ‘universal’ in universal design (for learning) does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.”
Studies over the past few decades have begun (thankfully) to shed light on the differences among people regarding their intelligence, their learning style and the environments that augment their aptitude. In Teaching every student in the digital age: Universal design for learning (2002), the author mentions that each individual’s brain is like a fingerprint, which means the process in which one learns is completely individual and autonomous.
Teaching every student in the digital age also mentions that while accommodating every student’s learning styles can be immensely difficult for teachers. However, there are small changes that can be made which have the potential to make noticeable differences in each student’s academic performance. Case studies mentioned in the book talk about the success in providing technical assistance and, most importantly, promoting flexibility.
I am reminded of a biology class I took in high school. The teacher provided different methods of instruction which maximized each students’ performance. He drew lovely illustrations on the chalkboard and suggested readings from the text book. Experiments could be done individually as well as in groups. In addition, he gave each of us responsibilities like feeding the fish and watering the African violets. Finally, when the time came to complete a test, he gave each of us sheets of blank paper. “Tell me what you know,” he said. On these sheets of papers, we could write an essay, draw pictures, use diagrams or make lists. He was not interested in his students following a rigid format. He had a different goal in mind: to make sure we truly learned about biology; a subject he was passionate about.
I’m very interested in the differences in intelligence from both a personal and anthropological standpoint. I believe we are all geniuses in certain areas. It is the method of teaching and the adjustment of our learning environment that can unlock the prodigy in all of us.
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I really like the the analogy you chose from Teaching every student in the digital age: Universal design for learning (2002) between a person’s fingerprints and an individual’s brain. This must be remembered when teaching and learning are taking place because each individual has the right to access learning the best way for them! In addition, your example from your Biology class gave a good example of how differentiated instruction can work, taking into account each students learing styles.
“Tell me what your know.” I would like to shake that Biology teacher’s hand! I often found it interesting that after studying volumes of information in you-pick-the-subject, that grades are based on the 10 or 20 bits and pieces that somebody else determined to be important. What if they were wrong in the items they picked? What if the teacher’s delivery or review overlooked the importance of 3 or 4 of those facts? Doesn’t that mean the teacher failed and not the student?
Did anyone ever panic when he handed out the blank sheets and said “tell me what you know”?
(I really want to know…I’ve had students break down when given blank paper!
Susanne–
You know, I don’t recall anybody freaking out. But I’m sure it must have been torture for the students who needed specific expectations, say, a multiple choice test, or fill in the blank. This teacher is retired now…but I wonder if he ever decided to change his approach.
Peggychap–
I totally agree. Who decides what is important? In textbooks, I used to highlight EVERYTHING because I couldn’t seem to decipher the difference between themes and details. It all seemed relevant. That’s why it was in the textbook, right?? Certain forms of testing don’t really test the students grasp of a concept. Instead they show how well a student was able to guess what would be on the test.
Hanna…great example. I too remember my biology instructors…all the way back to high school (which was a LONG time ago!). What I remember too was how those teachers got us engaged in the content and materials…maximizing the opportunities in the medium. Many science educators are in perfect situations to maximize the three principles of UDL in their teaching.
I’m also thrilled to see you attraction to the MI theory. Howard Gardner is one of my favorite educators and I too love what he discusses. I’ve had many experiences working with students in vocational evaluation situations that, I can assure you, had so many intelligences to share and demonstrate. Unfortunately, their experiences before reaching us were often clouded under a mass of paper and test results that revealed the exact opposite.
..by the way, I see on Amazon.com that there’s a new book out on MI from Gardner! We also heard a few years ago that there was a school in the Washington, DC area focusing on the MI approach. Go forth and do great things!