Learner Variability

This section will explore why learner variability and culturally-responsive teaching are effective starting points for innovative and inclusive instructional design. This section begins with an exploration of the idea of learner variability and how to move beyond one-size-fits-all models of instruction. Culturally responsive learning is examined as a natural extension of learner variability and as a way to connect these priorities to innovative instructional design and partnership. The section concludes with a second self-assessment based on the CSTP Teacher Leadership Framework focused on equity and content area knowledge.

Variability and Personalization

In education circles, personalized learning is at once a strategic objective, a marketing slogan, and a vaguely-understood holy grail of instruction. What does does personalized learning mean? Digital Promise offers a useful checklist of the attributes of personalized learning. Emphasis has been added to highlight some key ideas which are consistent across other research in personalized learning.

1. Learner variability defines personalized learning. Personalized learning is not an isolation chamber of students in cubicles behind computers. The culture of personalization is built on embracing all comers and providing paths for success for each student, with and without technology.

2. Learning is social and emotional. These are essential ingredients for personalizing learning. The social, emotional, and cognitive competencies, if effectively implemented and developed throughout one’s life, are key to success in school, at work, and in the community.

3. Learning must be organized with the learner at the center.

4. Learning objectives, approaches, content, pace, and tools are tailored and optimized for each learner.

5. Learners take ownership of their learning, having more choice and a greater voice in what, how, when, and where they learn.

6. High expectations are in place for each student. Personalized learning has the potential to help advance equity in schools, as long as expectations are held high for all.

Making Learning Personal for All: Policies and Practices That Meet Learners Where They Are by Barbara Pape and Tom Vander Ark

Learner Variability Is the Rule, Not the Exception

This Digital Promise article by Barbara Pape introduces the idea of learner variability as part of the Learner Variability Project.

Learner Variability

This blog post by educator Lynn Thomas explores how and why understanding learner variability is an essential first step to instructional design.

Activity Directions

Learning outcomes

Examine research and findings on learner variability
Explore instruction through a lens of learner variability

Activities

Read the article Learner Variability is the Rule, Not the Exception and the blog post Learner Variability

Discuss the questions below with your learning partner.

In what ways does learner variability challenge the one-size-fits-all model of instruction?
What are some of the factors that contribute to learner variability?

Respond to the questions below in your LIFT Portfolio

Reflecting on yourself as a learner, what are some examples of ways in which your style, path, or pace of learning differs from others?
In what ways did your family, background, or community influence you as a learner?

Culturally Responsive Teaching

For many educators, Culturally Responsive Teaching (CRT) is a familiar set of strategies for engaging diverse populations of learners and ensuring engagement and rigorous learning for all students. This overview provides a quick review and summary of key CRT concepts and offers an opportunity to see connections between CRT and learner variability.

Culturally Responsive Teaching: What You Need to Know

This overview by Understood.org explains why, what, and how Culturally Responsive Teaching is a necessary consideration when designing for learner variability.

Activity Directions

Learning outcomes

Review key concepts and instructional considerations for Culturally Responsive Teaching
Identify areas for professional growth in support of CRT
Recognize connections between learner variability and CRT

Activities

Read the guide, Culturally Responsive Teaching: What You Need to Know

Discuss these questions with your learning partner.

Why is background knowledge and experience critical to the learning process?
What does research say about why CRT should be used in instruction?
How is CRT related to learner variability?

Respond to these questions in your LIFT Portfolio.

As you consider how to put CRT into practice, which are some examples of things that you are already doing as an educator which support CRT?
Looking at the ways in which CRT can be put into practice, for your own professional learning, which of these areas needs the most attention and work on your part?
1. Identify student's assets
2. Create a supportive classroom environment
3. Examine the curriculum
4. Continue your own learning
5. Connecting to families

Research and identify additional articles or resources on CRT and

Bookmark the links on this activity page using your LIFT Bookmarks Form or a curation tool of your choice.

Self-Assessment Part Two - Content and Equity

Leadership Self-Assessment Part Two

This self-assessment examines two domains of the CSTP Teacher Leader Self-Assessment:

Content knowledge and pedagogy and
Equity lens

Activity Directions

Learning outcomes

Self-assess professional skills in content knowledge and equity

Activities

Complete the LIFT Self-Assessment Part Two on your own. In order to use the editable form, you may need to open using a pdf viewer or editor other than your browser.

Save the results to your LIFT Folder.

Review the questions below on your own or with your learning partner.

Where are your strengths and weaknesses in the following domains
- Equity
- Content knowledge and pedagogy
As you look at the skills and dispositions for these two domains, where do you see intersections between content knowledge and equity?
What responsibility do educators have to challenge peers to examine assumptions about learners and learning?

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