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Curricula is limited because there is no such thing as the "average learner", all students learn differently. This was proven through the variation among brain activity depending on the performance task. It is important for teachers to consider learner variability when lesson planning because it always all students to access the content. Keeping learner variability in mind encourages you to incorporate UDL principals and create student centered lesson plans. Considering what I've learned about learner variability, I will provide students with multiple means of representation, action and expression and engagement.

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There is no single definition as to what the average leaner is and to push a narrative that there is, alienates students who do not fit into that model. systematic learner variability is important because students should not have to adapt to a learning style that has proven to alienate diverse learners, but rater we should adapt to their diverse needs. It will impact how i reflect and prepare for lessons.

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The current curriculum is limiting to students who have not historically been included in the category of "average" learner. In the past, it was expected that every student would fit the mold which has left students behind. We need to adjust in order to accommodate all students. We need to make sure that students needs are met first and that they can succeed using their specific skill set.

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In my opinion, curricula is limited due to the perpetuation of the false narrative that a student/learner can "be" "average." Educators, unfortunately have sub-come to a low expectation oriented model of instruction that indirectly hinders the intellectual and in some cases emotional development of said student/learner. Despite UDL being designed for the "average" learner, in lies the inherit misconception that student progression is in no way shape, or form incremental and can be positively impacted with thoughtful instructional planning on behalf of the educator, or effort on behalf of the student. Also, it is important for educators to be aware of systematic leaner variability because it requires the educator to take a thoughtful and respectful approach to lesson planning and to the needs of their students. Furthermore, my understanding of systematic learner variability will impact how I lesson plan as an educator by demanding me to implement creative measures for students to express their intellectual talents as well refine their academic skills.

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What is defined as a "fair" education limits all student learners. Students will be limited, and in turn would create more problems that current exists. Students should all reach the end result according to how they learn through various methods.

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In my opinion, it is an antiquated hypothesis to believe the educational system is designed to teach people in a fair way. Too many underlying parameters limit our students from excelling in the classroom such as systematic discrimination in the inner city schools. This ideology is problematic because like snowflakes, everyone is different and thus we learn differently. As a future educator, I must shy away from the curricula that is molded for the 'average learner' because it can cause problems for my students who thinks differently. Thus introducing the UDL, that takes onto account ways of making education accessible to students with different learning styles.

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Because we all learn differently, there is no such thing as an "average learner". So since we are designing our curricula for those learners, we are really only reaching out to what we falsely believe is "the norm". This, in turn, limits a great deal of students from reaching their potential, because the curriculum is not presented to them in a way that is allowing them to find success as easily as a handful of their peers. Educators MUST consider systematic learner variability so that they can plan lessons that any type of learner can understand and thrive -- from the directions to the assessment. As for myself, I have to acknowledge that many students don't learn like I do and plan my lessons to accommodate them, right from step one.

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Considering systematic learning variability will allow teachers to teach smarter and have better results with their students.  Focusing on the “average learning” only allow some students to flourish while others struggle or have a mediocre performance. It is important for all teachers to consider the needs of all learners because it will make everyone's experience in the classroom better. It allows all students to be able to perform on high levels. Understanding systematic learner variability will enhance the results you will get from teaching your lesson plan because you will be placing your students in a position that they will be learning a new skill from different resources that you provide.

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Non UDL curricula are limiting and have many barriers because they are geared for an "average" learner that does not exist. Learner variability gives educators a systematic way to plan lessons that address the different abilities and strengths that are in their classrooms. Lessons are designed to take into account potential barriers that might appear and impact planning stage so the maximum amount of students are reached and feel like they achieve the learning outcomes.

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Arthur Grupee
I believe it is integral for educators to apply systematic  universal designs in classrooms to help support the learning of diverse styles of students. This approach will target all learners, to enrich and empowered students as directors of their own learning.

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The perspective of systematic learner variability makes it the standard that every learner is different. Just as we don't expect to teach a fourth grader the same way we teach a ninth grader, we shouldn't try and teach every student in our classroom the same way. This will limit our curriculum and our students access to it.

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Curricula is limited if it appeals only to the "average" learner. Teaching the 'average' learner will leave out the advanced learner and delayed learner. Each classroom is different and each student is different. Systematic learner variability allows the teacher to teach every student despite their level of learning. Learning about systematic learning and UDL will allow me to create a classroom for every student.

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Considering systematic learner variability is essential in making curricula UDL. As you lesson plan, UDL considerations will become automatic inclusions in the planning process. Educators will develop and toolkit full of resources that will support student learning. And educators will also give students the tools that they can use to show evidence of learning. Students will take that toolkit with them and, with the help of educators, the toolkit will expand.

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UDL is the swiss army knife of teaching. It is one tool used to address multiple problems.

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It is important to consider systematic learner variability when designing units, lessons, and demonstrations of understanding from our students because it will allow you to better support all your students to learn. From the UDL video with examples of different classrooms, I really liked the example of teacher who created a tool kit for demonstrations of knowledge that she shared with students at the beginning of the year. By setting this expectation early on, students were then able to choose their demonstration tool as the year went on. One thing I wonder however is that sometimes (often) the learning goal is not only content but also the skill. So if students are always opting into one form of demonstration, are we failing to teach them multiple skills. How can UDL be structured to support skill instruction, not only content instruction?

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Curricula are limited if designed for the average learner because they are not flexible. If universally designed, a lesson can apply and be accessible to any student. This relates back to Vygotsky's Zone of Proximal Development because you always want your lesson to challenge all students; not too much where they are terribly confused, and also not too little where they are bored. When designing lessons, we can be aware of this and always have a variety of options, materials, and also alternatives for different learning styles. This needs to be designed in advance and not done only during class. Are there any examples of UDL high school history classrooms? It seems like we tend to see examples from elementary school or math/science.

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In a classroom there is no such thing as a average learner. Teachers must learn to how to get the same point across to all types of students and different types of learning styles. The teachers who embed UDL into there curriculum will receive a better teaching experience and more rewarding for both the educator and student.

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We can think of Learner Variability as a normal and predictable part of teaching any group of learners! Educators who embrace the idea of learner variability can use UDL principles to design opportunities for all students to engage, understand, and respond in meaningful learning.

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Our classrooms do not consist of "average' learners, rather, our classrooms are full of high achieving, individualized excel students who each learn in different ways. General teaching will never work because it is not designed to be unique & that is the issue. As an educator I think it is important to know about this variation because you can design your lessons so that they are inclusive, contain high standards and are full of variation. Our classrooms are like a huge melting pot of educational goodness & once you realize that you can season that lesson so that everyone will enjoy the meal :)

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Curricular is limited because the average learner doesn't exist in our classrooms due to every student having their own way of learning. Knowing this we as educators need to create multiple ways to teach a lesson but offer different tools for our students to use to master the lesson in their own way. If this is not done, students will be lost in a manner of how they can apply what you have...

Another video that explains systematic learning variability -->

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What is learner variability? What does brain research say about it? What is systematic variability and how does it impact our classrooms?

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Learning is NOT one thing, so designing for the 'average' learner is a way to INeffectively reach an entire classroom full of diverse learners.

Considering the fictional students below, that represent the different ways real life students learn, we need to try and incorporate all of these learning styles as we generate our unit plans.

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Curricula are limited when they are designed for the average learner because there is no average learner or learning. Learners learn from a variety of methods that are specific to each of them. It is important that teachers present material from a number of methods so that all students will understand the material. Understanding systematic variability will impact my designs by ensuring that they include numerous ways to teach the material to students.

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I think if there is only one idea, we will understand it differently.
How we understand depends on how our mind works.  The idea of multiple learning is just a door to different way how we understand.  In the near future, I think we will discover different levels and affinities to every learning style.

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systematic learner variability

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Curricula is limited which causes students to try to overcome barriers where as the curricula needs to change in order for it to be accessible for all to learn.

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Curricula is limited because there aren't "average learners" in our classroom. We have learners of all different abilities with different strengths and weaknesses. Therefore a curricula needs to be designed to fit all of those needs. It's important for educators to know about & consider systematic learner variability when planning lessons because learner variability is in every class. Understanding this will help teachers create curricula and lesson plans designed to fit the needs of all students

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If curricular is designed for the average learner it assumes that all other learners are disabled or not normal. When in fact, every student learns differently, and some students are better at some things than others. We need to make sure that we meet them where they are at because then we can truly see whether we are effective teachers or not. By describing some students as average and then everyone else as the "others" we are not taking responsibility for our failure. If we can reach every student in the classroom, we are then becoming effective teachers! Our students need to understand that they are not at fault for not understanding our limited teaching styles.
We need to prepare students for a future where they are responsible for their own learning, and that means that we should not restrict them and help them figure out their own learning styles.
I will ensure that my classrooms are flexible for all students, instead of seeing someone as different or their behavior as not acceptable because it is different, I will meet them where they are at and adapt my classroom to help ensure that my students understand that they are responsible for their own learning and the way that they show their understanding of material.

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The idea of the "one size fits all" theory in education goes hand in hand with the notion that "teachers tend to teach the way they like to learn"; which is the reason why the curricula becomes limited.

The picture below demonstrates that when we do utilize UDL in our instruction, we can maintain high expectations and ensure that all students can reach the same goal, just via slightly various ways. We would not want to lower our expectations because ultimately we would not be challenging our students.

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I believe that UDL is the way to go. The challenge we might have as new teachers is to identify each student learning ability. Once that is clear, the task of providing the instruction according to the student need will be easier.

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Students learn the same content but in different ways. There is no one way to learn. Catering to the average student will be not be effective for all students. Catering to all students is beneficial to the average learner because they get to experience the information in many different ways.

Always similar but never the same.

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How we learn is as different as our fingerprints. And if we want students to access the curriculum, then designing lessons that help students access the information via various mediums is critical.

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Students have their own learning styles. Therefore, as educators we need to create ways to convey knowledge to all students, and our students are able to receive necessary supports they need to achieve success.

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Everyone has differentiated learning style to progress the information. UDL are designing for everyone include me and people in Ms. Doris's classroom.

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Curricula is limited because there is technically no such thing as an "average learner". Everyone learns in unique ways and excels at different tasks.

I think that for a teacher is easier to design one test or have one way of assessing students. Differentiation is time consuming and takes a lot of planning. However, in order for students to be successful information has to be presented to students in various forms.

Systematic learner variability is the idea that within an age group there will be variability in learning styles. Predicting for that variability and style based on data and past classrooms experiences can help a teacher make more effective lessons.

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Curricula is limited because they are designed for the 'average' learner but everyone learns differently. As the video earlier stated, the way people learn is as different as their finger prints. This tells us that the way people learn is very unique and almost impossible to replicate. I believe its systematic learner variability will allow educators to reach more students instead of just the 'average' student. This will obviously make it more challenging for the educator to create lesson plans but in the end we will be benefiting our students a lot more.

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It is important for educators to have a common learning goal but meet and teach to students in their own style.

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Curricula is limited because it was originally designed with a minimal scope of what is considered understanding. There really is no such thing as an "average" student. Each student learns differently and has different aspirations. It is important for teachers to consider the multiple learning styles and goals of their students to incorporate more differentiation and variability into their lesson plan so it reaches more students. Understanding Systematic Learner Variability will be important for my lesson planning because it will guide how I structure my lesson plans to better meet the needs of my students so I can help them achieve more.

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There is no average learner. Curriculum are often limited by the idea of the average student, yet students aren't blank slates and can't be categorized like that. They are all unique and learn in different ways and at different paces.
I think it's important to consider systematic learner variability because it should be stressed to students that however they learn best is best - that all types of learning should be encouraged and celebrated. And we as educators should have the tools in our toolbox to educate every type of learner.

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Curricula are limited when designed for the average learner because there is no average learner. Each student comes to the classroom with his or her own experiences and learning styles, so it is our job to do our best to tailor our teaching to fit these different needs. Using systematic learner variability gives us a baseline of differentiation to incorporate into our classroom so that we can meet as many student needs as possible, allowing a higher number of students to access the information we are teaching.

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Educators should know and consider systematic learners variability because not all students learn the same way. It is our job to provided students with the best education possible and if we are not thinking about their different learning styles then we are doing them and society a disservice.