This document discusses various strategies for customizing student learning, including differentiation instruction, universal design for learning, learning profiles, and response to intervention. It defines key concepts like neural networks, setting learning goals, assistive technology, individualized education programs, and available software. Examples of assistive technology and adaptive tools are provided, along with references. The overall purpose is to outline approaches for designing instruction that meets the diverse needs of students.

1. Customizing Student Learning
Activities
EIM 504
Matt Glover

2. Differentiation Instruction
• purposefully designing instruction to
accommodate the known needs of one’s students
and providing them with different content,
strategies, and means of demonstrating the
desired learning
• It has become more popular due to the growing
diversity of the student population in the general
education.
• Differentiated instruction is personalized and
customized learning.

3. Universal Design for
Learning (UDL)
• an approach to instruction in which teachers
remove barriers to learning by providing
flexibility in materials, methods, and
assessments.

4. Learning Profile
• a description of a student’s abilities, interests,
learning preferences, and other relevant
information that can impact learning
• Teachers need to know the what, how, and
why for each learner

5. Neural Networks
• Recognition Networks = neural networks in the
brain that help to identify sensory data, such as
objects, facts, and patterns.
• Strategic Networks = neural networks that control
processes for planning, executing, and
monitoring your action
• Affective Networks = neural networks that relate
to feelings and emotions, and which influence
motivation for and engagement with a particular
goal, method, medium, or assessment.

6. Setting Goals
• As a teacher, you develop learning goals for your
students that allow them to obtain the skills and
knowledge required by curricula and standards. When
incorporating the UDL guidelines, learning goals should
1. allow students to clearly understand the outcomes
(recognize “what” should be learned);
2. be achievable through a variety of media (provide
multiple opportunities for “how” the lesson can be
learned); and
3. communicate the importance of the goal to
students (emphasize “why” the learning is important).

7. RTI
• Response-To-Intervention (RTI) = framework
that uses diagnostic and progress monitoring
assessments to help group students for
instructional interventions of varied intensity
and types

8. Assistive Technology
• any item, piece of equipment, or product
system used to increase, maintain, or improve
functional capabilities of individuals with
disability
• Also known as the Tech Act

9. Meeting needs of Diverse Learners
• IDEA requires that states “ensure that all children
with disabilities have available to them a free
appropriate public education that emphasizes
special education and related services designed
to meet their unique needs and prepare them for
employment and independent living.
• Individualized Education Program (IEP) = an
individualized plan for a student with disabilities
that describes the measures teachers must take
to accommodate the learning needs of the
student.

10. Available Software
• word-processing applications software that
allows users to create, edit, and revise written
documents
• word-prediction software software that suggests
words based on common usage patterns,
arrangement of letters, or rules of grammar
• communication tools numerous technologies
used to communicate synchronously or
asynchronously, such as phones, e-mail, texting,
and others

11. 8 Examples of Assistive Technology
and Adaptive Tools
1. Audio Players and Recorders
2. Timers
3. Reading Guides
4. Seat Cushions
5. FM Listening Systems
6. Calculators
7. Writing Supports
8. Graphic Organizers

12. References
• Cennamo, K., Ross, J., & Ertmer, P. (2010).
Technology integration for meaningful
classroom use: A standards-based approach
(2nd ed.). Belmont, Calif.: Wadsworth.
• Morin, A. (2014, July 7). Assistive technology
basics. Retrieved September 26, 2015.