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March 17, 2022
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MODULE TWO
Exploring Learner Diversity
MODULE TWO
Exploring Learner Diversity
In module one, we were reminded that learning is not one-size-fits-all and we can no longer ask all students to do things the same way. Moving into module two, we will explore the role learning preferences have when understanding and planning for learner diversity. Emphasis is placed on high caliber planning and teaching that is grounded in evidence-based practices and meets the individual learning preferences of the brilliant learners in each learning community.
Objectives
Objectives
Describe learning preferences and how do they look in the classroom.
Explain how learner diversity impacts teaching and learning.
Provide student self-assessments for learning preferences.
Take a look at the learning preferences self-assessment. How can it be used in your classroom?
Essential Question
Essential Question
What role do learning preferences play in learner diversity?
Module Learning & Activities
Module Learning & Activities
Learner Diversity
The Brain
When thinking about learner preferences and how they connect to UDL, we need to begin by learning about the brain. Our brains have three main networks: Engagement (Affective Network), Representation (Recognition Network) and Multiple Means of Action and Representation (Strategic Network).
Each of these networks has a function that we rely upon. They are interconnected and
create the context in which learning can occur;
impact our emotional state, and
construct our experiences, background knowledge, interests and abilities.
The combination of these networks creates learner diversity.
“Variability is the dominant feature of the nervous system. Like fingerprints, no two brains are alike” (CAST, 2018).
by UDL IRN
Practitioner Resources
Learning Preferences
Practitioner Resources
Integrated Learning Strategies. (2016). Learning styles: Why "On-Size-Fits-All' Doesn't Work.
Hutchinson, N. L., & Specht, J. A. (2020). Inclusion of learners with exceptionalities in Canadian schools: A practical handbook for teachers (6th ed.). Pearson Canada Inc.
What is Multimodal Learning?
What is Multimodal Learning?
According to Kennedy (2020), Multimodal learning is essentially teaching using many modes. Modes are channels of information or anything that communicates meaning in some way.
When students have one or more learning preference (Visual, Aural, Read Write, Kinesthetic) they are multimodal learners.
Learning Preferences
Images are from the Work Ready Training website
originally posted on 18 September 2018
"Modes are experienced in different ways by each of the senses — usually visual, auditory or tactile. They often interact with each other, creating a dynamic learning experience. For instance, an educational video might include speech, images, music and text — all of which can enhance a student’s learning experience" (Kennedy, 2020, para. 2).
When educators combine multiple multimodal learning modes student learning is well balanced.
Why is Multimodality Learning Important?
Our students have a different learning prefereces. Their learning should match their preferences to enhance their engagement, skills and academic success. Multimodality directly connects to Universial Design for Learning by empowering students with choice and voice in their learning.
Learning Preferences Self-Assessment
Complete the learning preferences self-assessment to discover or confirm your learning preference.
Use the self-assessments below to discover the learning preferences of the learners in your classroom communities.
Reflection
Take time to reflect on the following questions:
Which learning preference(s) do your students display in the classroom?
When you complete the quiz and analyze the data, make sure to record patterns, similarities and differences. This information will be necessary and will guide your multimodal planning and teaching to ensure all learners are actively engaged and participating in their learning and within the learning community.
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