Bryce Nickels

Digital Blog #G

Chapter 10 was filled with a lot of great concepts, much, of which, was material that I didn’t have knowledge about before my studies.  While most of the material in this chapter was new to me, there were somethings I did already know. I was already familiar with the concept of implementing Universal Design for Learning (UDL) and how to Implement Differentiated Instruction (DI). As for UDL, the concept of creating a teaching and learning environment were a large majority of students get to learn and demonstrate their learning in the ways best for them, follows the goal of UDL. What is interesting to understand with this concept is that, although some of the flexible instructional situations that teachers use to help students who are at a disadvantage physically, socially, or economically, can actually help students who do not fall in these categories as well. Additionally, DI, which isn’t too different from UDL, helps students gain the maximum benefits from a topic being taught. Through this concept, teachers incorporate various learning modes in an effort to differentiate instruction and provide students with varying learning experiences. Although I was familiar with these terms, I did find a few things that seemed to pop out to me as interesting: the different types of student learners there are, how technology inspires learning for diverse children, and how technology promotes learning successes for young writers.

                To start off, I would like to point out the obvious; everyone in the world is different and everyone was raised differently from one another. So, teachers must understand that they have to talk to each student they teach differently and understand that they can’t expect every student to respond in the same way or a way they would have. Finding different ways to communicate with students is just as important as finding different ways to teach each student. Students can’t learn, even if they are taught using different learning methods, if those methods are not communicated in a way they understand. Knowing the different types of learners can help teachers communicate with each student as they need it. For example, learners who learn by routines, learn best by set structures and by always having a teacher around them while they work in case they mess up. When communicating with these types of learners, I think students would respond better when teachers are straight forward and to the point. The second student learner is one that would rather see an example done by the teacher first before doing their own work. This way, they won’t mess up and look like they don’t know what they’re doing in front of their peers. I think this type of student would like their teacher to communicate with them through scenarios or stories. Finally, the last student learner is one that learns best by writing after reading the materials. The communication with this type learner, I think, would probably be best if teachers allow the student think time to reflect and write down anything they need to in order to respond back properly. All of these learning approaches can be successful, but it’s important to realize no one student may use one specific method all the time for every encounter.  

                Another principle that I found interesting was how technology specifically helps diverse students. I didn’t realize how many technology based things that could be used to help students of a diverse background. Specifically, UDL is a great thing because it accommodates those students who need help and allows them to be more comfortable within a classroom setting where they would normally feel inadequate. Although there are lots of different technology out there for diverse student use, I found that the electronic speller and dictionary was a great resource to accommodations any student, but especially those that may have language barriers or are low readers. What a great tool to allow students to be more independent in their learning and accessing of information.

                The last principle I found interesting was how technology promotes learning for writers more immediately than teaching writing without the use of technology. In fact, technology allows teachers to be actively engaged in sharing the writing process with their students step by step. It offers teachers a chance to use a student’s work, as opposed to a mock writing, to help them enhance their own writing process and their specific areas of weakness. The countless applications out there can help a teacher guide a student through writing at all stages of the writing process. Also, it’s simply easier. Students are able to edit and transform their work with far less of a grueling process than if they had to turn in a piece, wait for corrections, and then, wait for a teacher/student feedback moment. Giving students this power actually reinforces that “they are writers right now” as opposed to when the teacher gets around to letting them see that.

In conclusion, when teachers look to even the learning field for all students, technology is the tool that can best make that happen. “Students of different backgrounds, cultures, and experiences need varied teaching approaches and multiple instructional methods to be successful learners in school and later in their careers.” As a future teacher, I can admit there seems like there are still a billion ways to learn how to be the best teacher, but without a doubt, I know that technology is a huge part in successfully completing that equation.

 Resources

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc