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What is Learner Variability

Chapter 8
Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
Concept recognizing that all students differ and have struggles and strengths, supported by learning sciences, that impact outcomes, including content area skills, cognitive abilities, social-emotional capabilities, and students’ background factors.
Published in Chapter:
Understanding and Supporting the Whole Child: Lessons From the Learner Variability Project
Medha P. Tare (Digital Promise, USA), Barbara Pape (Digital Promise, USA), and Alison R. Shell (Digital Promise, USA)
Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-8649-5.ch008
Abstract
This chapter proposes that in order to support young children in meeting and adapting to the demands of the future workforce, an educational system that recognizes the whole child and supports each child's strengths and needs according to their learner variability is needed. The authors outline how learning sciences research has illuminated the interconnections among many different factors of early math and literacy development, including early experiences at home and social-emotional well-being. Further, evidence from partnerships between the Learner Variability Project and practitioners and educational technology developers provides examples of implementation of a whole child approach in different learning environments. The chapter concludes with recommendations for policymakers and other stakeholders on how to build capacity to help every child reach their full potential.
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Chapter 9
Leveraging Generative Artificial Intelligence to Expedite UDL Implementation in Online Courses
The concept that recognizes a diverse range of learners with varying abilities, backgrounds, and learning preferences in educational settings.
Published in Chapter: Leveraging Generative Artificial Intelligence to Expedite UDL Implementation in Online Courses; From: Unlocking Learning Potential With Universal Design in Online Learning Environments
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Chapter 3
Implementing Universal Design for Learning in the Virtual Learning Environment
The recognition that there is no average or “typical” learner. Rather, those in a learning environment bring a dynamic mix of strengths, challenges, preferences, interests, and experiences.
Published in Chapter: Implementing Universal Design for Learning in the Virtual Learning Environment; From: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
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Chapter 6
Don't Assess a Fish by Its Ability to Climb a Tree: Considerations and Strategies to Ensure Equitable Formative Assessment Practices for All Learners
Students differ from one another based on a number of facets, including interests, strengths, and areas of weakness. The variability of learners is important to consider when identifying formative assessment strategies.
Published in Chapter: Don't Assess a Fish by Its Ability to Climb a Tree: Considerations and Strategies to Ensure Equitable Formative Assessment Practices for All Learners; From: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Full Text Chapter Download: US $37.50 Add to Cart
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