Module 5: Considerations for Today’s Learners
Module 5 Outcomes
- MLO 5.1: Explore how learning is influenced by the learner’s cognitive, linguistic, social, emotional, and physical development. (CLO V, InTASC 1e, 8j)
- MLO 5.2: Identify differences in approaches to learning and performance and know how to implement instruction that allows all learners to achieve their full potential. (CLO V, InTASC 1h, 2g, 2h)
- MLO 5.3: Develop an asset mindset for learner experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values. (CLO V, InTASC 1k, 2j, 2l, 3a, 10q)
- MLO 5.4: Explain educational laws pertaining to learners’ rights and teacher responsibilities including those related to learners with disabilities, privacy and confidentiality, mandatory reporting, and educational equity. (CLO V, InTASC 9j, 9o)
Introduction
Consider your experiences in K12 schools. What influences might have impacted your learning? What might be something that isn’t immediately visible to a teacher that could affect a student’s learning? Was there something you wish your teachers knew that would have helped you be more successful?
Like most professions, teaching has evolved over time; you may find that what teaching and learning look like in today’s K12 classrooms differs significantly from your own experience as a student. With advancements in neuroscience, educational and psychological researchers continue to discover more about how the brain learns. In contrast, other researchers and passionate educators investigate the influence of cultural and lived experiences of children on learning. With these newfound understandings, schools and teachers realize that teaching is more than just addressing the content standards. Instead, teaching is a complex and intricate balance of understanding what and how to teach while building relationships with students that foster curiosity, creativity, cultural awareness, and critical thinking.
A teacher educator was once asked by students what the best advice she could give to her students, who were all aspiring educators enrolled in teacher preparation courses. Her response astonished and surprised her students.
“My best advice is to become a student of your students.”
On the surface, that reply seems rather simplistic, but in reality, it has multivariate layers that will be explored in this module. To teach effectively, knowledge of content, conceptual understandings, and best practices for pedagogical strategies are only a small portion of what educators must understand. Teachers are not coding robots where they input the correct code, and then the robot completes the task as assigned; instead, students come to school with various backgrounds, experiences, and prior knowledge, which may not be visible to teachers. Additionally, some systemic practices impact learning in ways that can be beneficial and detrimental to student achievement. Teachers must develop a compassionate professional understanding of the societal, cultural, community, and family influences and the ways those influences may affect student learning.
Ultimately, the goal is to create empowering school structures that support all students in realizing their fullest potential. This module examines what is currently happening in education by exploring some complexities. Despite good intentions, fundamental differences in outcomes for students exist. Student race, culture, language, socioeconomic status, and geographical location have been associated with disparities in outcomes. Achieving the goal of equitable and inclusive teaching environments requires knowing the complexities and practices for supporting all students and educators’ legal and ethical obligations.
Let’s look deeply into effective teaching that recognizes considerations for today’s learners and practices to support all students. As you proceed through this module, please note that this serves as an essential introduction but does not cover every complex consideration students will experience. Yet, through this module, contemplate what, beyond content and pedagogy, you will need to be cognizant.
Reflect
Considering the Lived Experiences of Students
As you watch the video below, reflect on the question:
- Which one of Kyle’s examples of the complexities of student-lived experiences most resonated with you?
Create plans for an inclusive learning environment.
Knowledge. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
Knowledge. The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Knowledge. The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
Knowledge. The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
Disposition. The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
Knowledge. The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
Disposition. The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
Performance. The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
