Too often during the era of high-stakes testing, where value-added formulas don't actually equalize the external factors for students, educators need to find faster, better methods of meeting all learners' needs in the general setting.
Instead of addressing the needs of general learners, educators can quickly plan for the needs of unique learners during their initial planning, and then ask if their differential plans ALSO meet the needs of general education students. Very often, differentiated plans are better plans and do meet the needs of traditional students. When they don't, small modifications to differentiation plans generally meet their needs. Writing a plan for the traditional student, when that student is now the minority, and the historical method of learning for that student has been proven a failure for ALL students, does not make sense.
As we transition to better technological tools, we should also turn to better methods. Most plans for CLD learners, gifted learners, and special education learners work better for general education students, too. If we flip our planning model, we may just speed up our planning for all students and meet their needs more efficiently.
Instead of addressing the needs of general learners, educators can quickly plan for the needs of unique learners during their initial planning, and then ask if their differential plans ALSO meet the needs of general education students. Very often, differentiated plans are better plans and do meet the needs of traditional students. When they don't, small modifications to differentiation plans generally meet their needs. Writing a plan for the traditional student, when that student is now the minority, and the historical method of learning for that student has been proven a failure for ALL students, does not make sense.
As we transition to better technological tools, we should also turn to better methods. Most plans for CLD learners, gifted learners, and special education learners work better for general education students, too. If we flip our planning model, we may just speed up our planning for all students and meet their needs more efficiently.
Further Reading |
For struggling learners, special education learners, and all learners:
Reteaching
Feedback for Growth
Goal Setting
For gifted learners, currently-proficient/advanced learners, and all learners:
Advanced Learning
Independent Learners
For CLD learners and all learners:
CLD Instructional Approaches
PreAssessment for CLD Learners
PreAssessment Strategies for CLD Learners
Lowering Emotional Thresholds
Return to All Learners Page
Back to Relationship Teaching Home Page
Reteaching
Feedback for Growth
Goal Setting
For gifted learners, currently-proficient/advanced learners, and all learners:
Advanced Learning
Independent Learners
For CLD learners and all learners:
CLD Instructional Approaches
PreAssessment for CLD Learners
PreAssessment Strategies for CLD Learners
Lowering Emotional Thresholds
Return to All Learners Page
Back to Relationship Teaching Home Page