In any given classroom, there are invariably learners who simply don’t connect with what’s being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish. Even a video can pose limitations for learners with sight or hearing difficulties. When these are the only options available, some learners are bound to fall behind without requesting special support, while others will surge ahead. Differentiation is one way to bridge this gap, and another is adapting the curriculum to suit all learners, instead of adjusting it to support the needs of each one.
That latter approach, called Universal Design for Learning (UDL), operates under a handful of broad principles that mainly concern themselves with the what, how and why of learning.
e is also evidence that many students deliberately choose learning programs that allow them to minimize the amount of student-teacher and student-student interaction required (May, 2003; Kramarae, 2003).
At the Nueva School in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.
“We live in a world awash of information, but we seem to face a growing scarcity of wisdom,” states Maria Popova, Founder of the website Brain Pickings. Popova believes it’s the storyteller’s role to interpret information and shape it into wisdom for the rest of the culture to share.
Create, collaborate, and deliver digital course materials that follow your custom curriculum. Include copyrighted works with automatic copyright clearance. Invite your students to a personal learning network to share resources, thoughts, and questions.
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