Summary of "Implementing Adaptive Learning Approaches to Meet the Diverse Needs of All Learners"

Video Transcription

Hi, my name is Ashley. And welcome to the summary to implementing adaptive learning approaches to meet diverse needs of all learners. In this unit, we analyzed the constructivism theory and the cognitive flexibility theory, and looked at how it is related to adaptive learning. We also studied the role of the teacher in the adaptive learning setting.

In this unit, you investigated adaptive learning management systems and discovered how they support the K through 12 classroom instruction. Lastly, we reflected on the uses of adaptive learning with all types of learners, such as students with disabilities, English language learners, and students who are gifted and talented.

This unit analyzed the constructivism theory and the cognitive flexibility theory. First, we looked into the origins of each of the theories and examined the characteristics, and found that constructivism is the theory that demonstrates active constructive learning. And cognitive flexibility is the ability that humans have to be flexible and adapt to different learning situations.

Both offer benefits for students, such as the cognitive flexibility theory influences the formation of cognitive structures, including executive functions. The constructivism theory allows learning to be more enjoyable and meaningful when students are active learners. Lastly, we discovered how each of the theories can be applied to adaptive learning through the use of individualized learning experiences. Adaptive learning helps students build on their knowledge and construct understandings on their own.

This unit also focused on the studying of the role of the teacher in the adaptive learning setting. With adaptive learning the teacher oversees student learning and provides enrichment and supplemental activities for students. We compared the difference between the role of the teacher in instruction in the two settings.

In the traditional classroom, the content is the same and learning is provided at the average student's performance level, where in the adaptive learning setting, content is diverse and learning is accessible for all. Now isn't that what we truly want? We want students to have equal access to learning. We also reviewed tips and things to keep in mind when implementing adaptive learning into the classroom to meet the needs of all learners.

The main topic of this unit was adaptive learning management systems, and we investigated this topic through many of the lessons. Adaptive learning is an instructional method that uses technology as a teaching method. Learning management systems works similarly in that they use digital tools as part of the learning process. Both provide individualized instruction for students, meeting their diverse needs.

Then we went through the steps on how to ensure that you're implementing the learning tools in your classroom effectively to meet your students' needs. One thing to keep in mind is the adaptive learning system can not provide all instruction to the classroom. Therefore, face-to-face interaction between the teacher and the student must still exist. These units were especially important as we moved on to reflect on how the adaptive learning management system can support gifted students, students with disabilities, and English language learners.

In this student, we also demonstrated on how to reflect on the uses of adaptive learning with all learners. These lessons were used to discover how the learning management system and adaptive learning can be adapted to meet the needs of the gifted and talented students, English language learners, and students with learning disabilities.

We first looked at the demographics of each group of students in the K through 12 classroom setting. Then we looked at the challenges they have and how the adaptive learning system can be beneficial in tackling those challenges by providing individualized instruction. For English language learners, the adaptive learning management system can provide support to help students overcome challenges with vocabulary and grammar.

We also took a look at educational researcher Robert Marzano's list of reflective questions to ensure that we are indeed creating effective instruction for students. One question he suggested that we ask ourselves is, what will I do to engage students? This question helps us to reflect on our instruction and decide if we are actually providing engaging activities to keep our students' attention throughout the learning process.

So let's recap the main points of this unit. This unit, we analyzed constructivism theory, and the cognitive flexibility theory and how it is related to adaptive learning by creating personalized instruction allowing students to create their own meaning. We also studied the role of the teacher in the adaptive learning setting. The teacher is overseeing the learning process and assisting students as needed.

We investigated adaptive learning management systems and discovered how they support the K through 12 classroom instruction. Lastly, we reflected on the uses of adaptive learning with all types of learners, such as students with disabilities, English language learners, and students who are gifted and talented.

Congratulations, you have successfully completed the unit implementing adaptive learning approaches to meet diverse needs of all learners. You are now on your way to successfully implementing adaptive learning and learning management systems that incorporate the constructivism and cognitive flexibility theories to ensure that you're creating engaging and personalized learning to meet the needs of your diverse learners I hope these lessons have been beneficial for you. As always, please refer back to the lessons and the additional resources sections to provide more information on how to implement these skills.