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Can we see a lesson that addresses learner variability in our content area?

Plan ahead for learner variability.
Do not plan to the average learner.

Work smarter not harder with planning ahead, recognize the talents otherwise overlooked through the design of the lessons, and make my classroom an ecosystem of learner variability.

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1. Will I be provided with time for strategic long-term planning?

2. I learned to plan for accessibility before-hand and make it seamless and accessible to everyone. There is no average learner.

3. You don’t have to provide individual accommodations and modifications for every student you teach if it is pre-planned to be accessible to everyone.

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1.
Would learner variability appear different through different lenses. For example pending the eyes of the beholder.
2.
(1) Learner Variability a informative tool for differentiation strategies.
(2)Cultural Responsive learning carers to learner variability and the activity with 3-row placemat and the cards. For example, the card Black and Advanced Academics. While both males in my group and majority of all teacher groups in room placed Black in Background and AA in Learning Var. I immediately seen these as a Gender placement if not all three. This is because sometimes male Black or African American students have different backgrounds and additionally males (and sometimes again - black, hispanic, minority males) sometimes do not have certain privileges they shy away or due to profiling do not advance into advanced academics early on in education beginning in elementary education. Therefore, for this example, how they are place or how they get funneled later in middle, high or when they progress in higher ed channels back to this.

3. Staying informed with the variety of strategies.

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How can you anticipate every variable learner in your systematic plan in advance?
Variable learners are the rule and being aware of that will help you in your long range planning.
Plan with variability in mind.
Remove preconceived labeling.
Encourage every learner.

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1. What tools are available online to increase options for students as we transition to device use?
2.  Reminder of the fluid nature of students.
3. Further build different ways to students interacting with content and possible product choices whenever possible.

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3 incorporating more udl principles into planning

2 no average students
teaching to the "average" sacrifices talent
1 what resources are available to systematically account for variability?  How would gender factor in to long-range planning?

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Variability in lesson planning is not new, but what about planning for variability in assessments?
Remember to build in for variability  in planning.
Learners can exceed variabilities if given the chance in the classroom.
Planning needs to always be open and progressing.
"Average" or standard classes are an anomaly.
I as a teacher must recognize the variabilities in my room - pay attention to them and see them.

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1. How can we work collaboratively as a grade level team to address and respond to learn variability?
2. many people view variability and capability as the same thing based on today's discussion
2.5 adjusting for learning variability cannot be done without pre-planning and focus
3. Long-Term Planning and Backwards Mapping
3.2 Building in the possibility of variability and how to recognize
3.5 Differentiation and Learning Variability are not the same thing and we need to recognize this and teach others to recognize the difference.

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1.
2. Learner variability needs to be implemented BEFORE the students start the lesson.
3. Classroom design, multiple strategies, learning checks

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1 question: How can I include learner variability in my lessons with such a short time to teach them the content.
2 things learned: Don't label students just by the way they look or their gender. Learner variability is the rule not the exception.
3 things I can build on: Including multiple means of representation in my lessons.

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1.
2. An aspect of a specific learner can fall into multiple categories - background, learning, and gender. The specific aspect can fall into multiple categories and even change from class to class. Different environments and subjects will effect students differently.
3. I will definetly think about how to incorpate modifications and adaptations for students.

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1. How can I incorporate technology more effectively to better reach all learners?

2. Variability is the rule.
2. Planning for variability early on will allow for a seamless classroom experience and make students feel more comfortable.

3. Long term plan keeping variability in mind.

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3-2--1

2.1 Design multiple stations to accommodate different learners style.
2.2 Design the lessons with the end in mind.

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How can I work cooperatively with other adults in my building to support learner variability?

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How can I work cooperatively with other adults in my building to support learner variability?

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Learner variability should be assumed and planned for; not be the exception.
Adults need to think about their own variability while planning.

Planning tools that address multiple variabilities is just smart.
Don't assume you know students or teachers; ask questions
plan with the end in mind always

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1: I would like to see a lesson that demonstrates UDL and explains the planning, execution (skills/strategies) and effectiveness (evidence of learning).
2A: Variability is the norm
2B: Strategic long term planning helps us to account for learner varaibility.
3A: UDL framework
3B: Strategies and activities to address the needs of all learners

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1 Question I have is
2 We can plan for systematic variability in order to
Long rage planning always begins with the end in mind
3 If I am prepared for variablity than I can quickly address issues
I can conitunue  to long range plan.

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1. What strategies are available for students who have multiple learning styles?
2. Variability is the rule not the exception
-There is no one average student that exists.
3. Writing lessons that accommodates multiple learners and variability. Incorporate cyberlearning methods that cater to multiple ways of processing information and creating products. Utilizing strategic long range planning.

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What if we're teaching a class with multiple grade levels?

To be a responsive teacher, build in strategic learning checks.
Using the UDL framework, we can reach a wide range of systematic variability

Planning for a WIDE range of variability, utilizing more movement, build on gross & fine motor skills

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Karen B
I have a question about - accumulating different strategies and activities that can be used to help variable learners.
Two things I learned:
1.  Everyone is a variable learner.
2.  Learners can exceed their expectations regularly.
Three things I can build on:
1.  Don't work harder, work smarter.
2.  Adjusting lessons to meet the students, not re-writing lessons.
3.  Take the student's background into consideration.

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1. Is it more important to address learner variability in the process or the product?
2. Long Range Planning has a clear three step process and it begins with the end in mind
3. This will be essential in tackling the new 7th grade social studies curriculum that has a lot of flexibility embedded inside

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1.  How do we ensure educators do not use systematic variability to reinforce/support bias?d

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1.  How do we ensure educators do not use systematic variability to reinforce/support bias?d

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2 Things I have learned
Utilize systematic variabilty to   begin planning

Provide choices for learning processes to reach the end results

3  Providing choices for students
Develop relationships with
students to learn more about the
"whys".

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1. What are different ways I can learn the backgrounds of my students?
2. learning assessments can be fast or thoughtful
3.Chunk learning checks, understanding my students and the ways they learn, teach different strategies that cater to multiple learning styles

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1. How can I utilize more tech tools for quick assessment of student learning?
2.  Learned - can be flexible with planning, -

3. support and choices for students on how they learn
identify check points for monitoring student learning

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I learned  that variability can affect every aspect of learning
How can I account for variability across my plans over the course of a unit?

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question: How can we also include parents in the learning who have not be involved in the lesson? Parental support and understanding helps my students practice at home and develop the discipline needed for the skill to occur.
Learned: It's the rule, not the exception.
Know: Dont get stuck going down one variable.

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Question: How does "grit" impact learning and how can I strategically foster grit in my students?

I learned: Variability is ok. Learner variability is strategic and can be planned for with careful analysis and thought in planning.

I know I can build on: varying instructional presentation and learning outsomes to foster student learning, improve my long range planning in order to strategically accommodate learners' needs on a daily basis, modifying tasks and assessments to provide improved access to grade level content for my self contained special education  students

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3) Things I can build on.
- creating supports for my learners.
- Focus on Assessments.
- Building student responsiveness

2) Things I have learned.
- All learners are complex and need different things.
- Variability is the rule not the exception.

1)  Things I have a question about.
- Chucking the I can statements into small units.

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1.  How can I further my learning about this area of instruction/courses offered?
2.
a. what is learner variability
b.  that background and learning can crossover and impact how to plan for instruction
3
a.learn more about my students background/parent/student questionaire
b. work with my colleagues to discuss best practices on how to adress student needs
c. further educate myself about how to address gender issues in my classroom

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1.)
How do we make Variability Systematic?
2.)
- Variability is not an Option, it is a Rule
- There are a plethora of fluid factors that influence Variability. These include: Background, Learning Needs and Gender
3.)
- I know I can start with the end in mind

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1. How may the strategic checks incorporate learning variability?
2. Plan with the end in mind & Learner variability is flexible in nature
3. Planning for content lessons and character lessons with the knowledge of learning variability, love the tech tools and modeling, thinking about all types of learning variability I did not consider before

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Question -
How are the strategic patterns identified?
I Learned -
1. There are strategic patterns that can be used to predict learner variability and plan responsive lessons
2. You can plan for learner variability without creating multiple lesson plans for the same standard
I Know -
1. Students learn at different paces
2. Prioritize content standards and skills when planning long-range
3. Use a body of evidence to assess student comprehension and application

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1. How do you plan for variability prior to the school year?
2. Variability is not simply defined
Students may have different aspects of variability which may also change throughout the year
3. Developing "I can" statements based on summative assessment
Developing more opportunities for learning checks
Provide more opportunity for students to build a concrete collection of evidence of learning

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1 Question:
- What are some resources for methods to implement UDL (for art in particular)?
2 Things I learned:
- Process: Alignment, Sequence, and Evidence
- "Strategic Learning Check" - Mastered Skills
3 I can build on:
- More detailed backwards mapping (with UDL in mind) - List "I Can" statement for entire unit.
- Formative assessment via "strategic learning checks"
- Learning Variability, Background Variability, and gender/other variables are not separated in categories but more of a scale - remember that always!

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How do I long range plan before students come if I do not know my students.

Things I learned
Learning variability is the rule and not the exception.
Keeping the end in mind.

I can build on:
Understand how to group my students.
Chucking my learning checks with instruction.
Having different strategies of teaching instruction.