Students learn best when they are participating in genuine activities and working and learning cooperatively with others to expand their understanding and transfer information and abilities to new situations and issues. This provides chances for students to expand their knowledge in ways that complement their culture, past knowledge, and experience while also assisting learners in discovering what they can accomplish and achieve. Because learning processes are very personalized, instructors require chances and resources to get a thorough understanding of students’ experiences and ideas, as well as the flexibility to fit individuals’ unique learning paths and areas of strong aptitude and interest.
Scientists have found that our brains do not become fixed after childhood, but rather have the ability to alter. Learning educational experiences or experiences, in general, allow the brain to adapt, rearrange, and recreate itself. What we learn has the potential to alter not simply the physical anatomy of the brain, but also the organization of information.
Opportunities for rich learning, as well as the freedom to study in a social setting, tend to have a good impact on brain development. This should influence how we teach kids with impairments. All students benefit from having rich, realistic learning challenges that bring what they’re studying to life. Project-based learning and comparable possibilities, on the other hand, are usually reserved for kids enrolled in accelerated programs or brilliant children from rich families. Special education children and students who are behind in class are typically put in remedial and low-track programs that solely provide direct teaching.
It’s crucial to remember, though, that without memorable experiences, school becomes tedious and uninteresting. Slow and repetitious instruction that focuses solely on memorization and skill acquisition can tire pupils and make them feel detached from school and their learning. There are a few things that teachers may do to assist students in active learning:
Ways for providing rich learning experiences for all the students
- Belief in the ability of all pupils to improve: They are more successful when professors feel that each student has untapped potential and educate students to trust in their abilities to progress. Teachers who approach learning from a growth mindset viewpoint can assist kids to understand that by working hard in the classroom, they can get smarter and achieve greater success. Students are more eager to take on problems when professors promote hard work and effort.
- When a student faces a learning obstacle, they benefit from knowing that it is at these moments that their brain grows the most. Students who are suffering and believe they are failures are more likely to shut down and stay away from the challenges. Students who struggle and believe they are contributing to their brain’s development are more likely to keep trying.
- Recognize pupils’ existing ability levels and include appropriate support: When preparing a learning experience for students at various levels, it’s generally preferable to start with the most advanced students in mind and then differentiate and give help to those who require it.
- High school students, for example, maybe assigned the task of starting a firm based on their professional interests, developing a thorough business plan, and preparing a Shark Tank-style marketing presentation to sell their concept. All students will require direct training on how to write an effective business plan as well as a thorough rubric defining the teacher’s expectations of their work for this assignment.
- Students with learning disabilities may require extra assistance, such as voice-to-text software to create and revise their plan, read-aloud software to conduct market research, or a math refresher to complete financial forecasts and build a budget. All students can have access to these resources, and they can choose whether to work alone or in groups, as well as which group role is appropriate for them.
- Keep the following characteristics in mind: Teachers can provide all students with rich, real learning experiences rather than relying just on fact memorization and topic acquisition. According to a survey of the literature, all authentic learning experiences have four themes: Students are tasked with resolving real-world issues and the chance to share their results with an audience outside of the classroom Students are given the chance to ask questions, develop and use critical-thinking abilities, and assess their thinking on a given topic. Students participate in social learning as a problem-solving community. Students are offered options that influence how they study.
- Students with learning disabilities who participate in project-based work enhance their attitude, group acceptance, and participation in the learning process. They not only benefit from project-based learning, but they also benefit more from hands-on, experiential learning than other students since it better meets their need for a multimodal, adaptive teaching technique. As a result, increasing the use of project-based learning might be one of the keys to bridging the academic success gap between kids with learning disabilities and their counterparts