Author: shalanf

The second prompt was one I really wanted to talk about. It asks how one would use UDL during a pandemic. Also, what sort of training would be required? The funny thing is that I did have to teach during COVID. It was my second year teaching, and I really had to think about ways to reach all of my learners.

The first thing we really had to think about was if the students all had access to technology and the internet. Most of the students did, but a couple did not. Providing a way for the learners to connect and learn was important. If that was not possible, then we had to come up with alternative plans that worked for the family. Some families had access to printers, whereas others did not. For students who did not have access, making a plan so they could still participate was really important so they had the opportunity if it was possible.

The thing that I really came to realize was that not all students had the same level of engagement based on what their family life was like at home. Some students had too many siblings who were all encouraged to work, along with parents who were trying to work from home. Sometimes, learning at home for students was not possible. In extreme cases, I found that offering printed worksheets was helpful. Sometimes, just a phone call to check in and encourage board games and home reading made a difference.

During COVID, a lot of companies like RAZ Kids and IXL were free. Those programs allowed some kids to thrive when normally they were not available to all schools because of the costs. What I came to realize is that online learning with children is hard, and what works for one family doesn’t always work for another.

I also really wanted to talk about curb cuts from the reading this week. I love that they are using things engineers create that benefit everyone. When reflecting on this, it made me connect to my classroom last year. I had a student who was hard of hearing. Because of this, they set up my classroom with a headset and soft pieces for the bottoms of all the students’ chairs. These accommodations helped students hear me more easily. As the teacher, my vocal cords were also more protected from overuse.

The second thing they installed was the soft pieces on the bottoms of my students’ chairs. Those chairs were fantastic. The amount of noise that was happening before was awful. Once these were installed, I had an easier time teaching. Students who struggled with sensory issues also benefited because of the lack of extra noise. Overall, it made me realize that both items would be beneficial for more students than just the one it was intended for. It would be best if these accommodations were provided for everyone. A teacher can dream.

Which Approach Is Best for Learning Environments?

After reflecting on all of the learning approaches discussed and presented today, I’ve developed some opinions about which ones are most effective in different situations.

Direct instruction is where the teacher guides the learning, is often the most traditional and familiar method. While there is a time and place for this approach, especially when introducing new content, it needs to be combined with other strategies to help students internalise and apply what they’ve learned. For example, after explicitly teaching a concept, providing students with opportunities to use that knowledge through independent research or hands-on activities can help embed the learning more deeply.

That said, not all students respond equally to direct instruction. Some may disengage if they don’t connect with the topic or learning style, while others may thrive in that structured environment. What works well for one student may not work for another.

In my group, we explored cooperative learning, which involves working in groups. In our case, we researched the topic, wrote it down, reviewed it, and then taught it to others. This is an example of inquiry-based learning in a group. I found that cooperative learning can be especially beneficial for some students, as it offers a more comfortable space to share ideas than a whole-class discussion might. It also builds leadership skills. Some students enjoy taking the lead, whether it’s by reading aloud or writing down the ideas for the group.

However, this approach can be challenging in diverse classrooms. Students who struggle academically or feel less confident about the topic might become anxious or withdrawn in group settings. Sometimes this leads to behavioural outbursts that disrupt the activity for others.

As we think about which learning approaches work best for our project on AI in education, two approaches stand out: cooperative learning and inquiry-based learning.

Cooperative learning is especially helpful for some learners. Having a supportive peer who is more confident with the topic can help teach the other student. Being able to share ideas is valuable for learners.

Inquiry-based learning also suits our project well. It gives educators the space to explore, experiment, and learn through trial and error, which is often how we learn best. However, a teacher’s comfort level with experimentation plays a role here. Some may be open to trying and failing, while others may feel hesitant without more structured guidance.

In the end, the best approach depends on the learners, the goals, and the context. Blending different strategies to meet the diverse needs of students is the most effective way to teach and learn.

Today, I completed the required readings for the week. I found them all very interesting. When I first learned these concepts in psychology during my B.Ed program, I studied them because I had to—but I didn’t fully understand how they connected to real classroom experiences. Now that I’ve been teaching for ten years, these ideas resonate much more deeply.

I teach in a public school, and each day brings a wide range of challenges. Not only are we educating students academically, but we’re also supporting them socially, emotionally, and behaviorally. Every child is at a different place, and meeting them where they are can be very complex. Some years, the range of abilities and needs is so wide that I find myself inventing new strategies on the spot. Other years, the range is more manageable, and I can teach concepts more uniformly.

When I think about the question above and consider which learning theory best aligns with my teaching, I realize that it often depends on the student. Each learner is different, and what works for one may not work for another. That said, if I had to choose the theory that aligns most closely with my general approach, I would pick constructivism—even though it’s a hard word to spell!

I relate to constructivism because it emphasizes how learning is shaped by prior experiences. Students are not blank slates—newborns are, to some degree, but even they are influenced by factors like genetics, birth conditions, and early environments. In the classroom, I see how each student carries their own “backpack” of life experiences that influence how they learn.

That said, I also believe behaviorism—especially rewards and consequences—can be highly effective for certain students. For some, this kind of structure and motivation really works.

In public school, we teach students who are at vastly different developmental levels. Some struggle with serious mental health issues and can only absorb small amounts of learning at a time. Others, like some Grade 4 students I’ve taught who are unable to read due to severe learning disabilities, require creative and individualized approaches. These students often have to work harder on tasks that others may find easy, which can be discouraging.

I once had a student who was bright and sweet, but the moment a task pushed her slightly beyond her comfort zone, she would react with major disruptions—throwing objects, screaming, slamming things. For her, emotional regulation was the main barrier to learning. She needed a different kind of support before she could be motivated to learn.

It would be so much easier if all children were at the same level and equally motivated to learn—but that’s not reality. Over time, I’ve learned when to push and when to hold back. It’s about setting achievable expectations based on each child’s capacity at a given moment.

Ultimately, I believe we need to understand what’s in each child’s “backpack” (a nod to constructivism) to figure out what kind of learning path will work for them. As educators, we also need to recognize that doing our best is enough. We must take care of ourselves so that we can show up recharged each day and keep trying.