Beruflich Dokumente
Kultur Dokumente
R. Nystuen
Edcmm 802.6
Dr. R. Schwier
February 28, 2009
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 2
Introduction
Saskatoon, and one of the keynote speakers, George Siemens, talked about a new breed
of learner called the "twitch learner". This, accompanied with the recent talk in the news
about "generation o"— also called “generation y”, “the Net generation” or the “Web 2.0
Generation”—started me to think about how best to engage and motivate and ultimately
reach these learners in the classroom. In this paper, I will argue for a “new” type of
classroom that is differentiated so that it taps into the needs of this “new” type of learner;
traditional methods used in schools’ today often fail to engage many learners and can
Learners today differ from the past. Engaged, motivated, self-directed, and
diverse learning styles characterize contemporary learners. Today’s learners are wealthy
everything they do (Prensky, 2005). Prensky claims that the students of today all “have
something in their lives that’s really engaging—something that they do and that they are
good at, something that has an engaging, creative component to it” (Prensky, 2005, p.
62). Further to this, Junco and Mastrodicasa (2007) state that this “net generation”
shares seven main personality characteristics that include the following. First, this
generation believes they are special, because their baby boomer parents took an active
role in their childhood development. They have always been sheltered from any type of
harmful situations. This generation is confident in that they expect to hear good news,
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 3
are skillful negotiators and expect beneficial results. Another personality trait of this type
of learner is that, unlike their rebellious parents, these learners are very conventional.
These learners are more connected to each other and are very team-oriented, and believe
in achieving. Finally, because they are so achievement oriented, these learners also feel
pressured (Junco & Mastrodicasa, 2007). As such, the new type of learner has several
unique characteristics that differentiate him or her from the traditional classroom learner.
In the traditional classroom, the teacher decides the scope and direction of learning, as
well as evaluation which usually occurs at the end of a unit of study and which is the
same for all students. In terms of motivation, today’s learners do not respond well to this
type of instruction and evaluation. Today’s learners respond better to evaluation that is
on going and meaningful. Prensky (2008) says that better results occur when students are
allowed to “take the lead on technology products”, students share the evaluation with the
teacher, so that “the teacher takes on the valuable role of explainer, context provider,
meaning maker, and evaluator/coach” (p.45). Thus, rather than waiting until the end of a
unit of study to evaluate, the evaluation happens en-route, and the students share the
evaluative role. Furthermore, schools, according to Prensky (2008), are most often about
the past and what has happened up until now, but this is no longer relevant for learners
who are most concerned about the future. Today’s learners want to be able to connect
their learning to the here and now. They want to know how the learning they are engaged
in will help them later on in their lives. As Prensky so aptly says, “covering the material
and preparing kids for the test is not preparing them for the future” (p. 45). Another
characteristic of this learner is that role models are no longer parents or teachers, but
peers. Students of today are far ahead of their parents in the technology level, and more
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 4
often than not, instead of nurturing their skills in this area by encouraging them to explore
technology and develop their skills critical thinking about the various uses of technology,
they tell their children to get off the computer, get off the phone and get outside. They
would do better to sit down with the child and engage in the use of technology with them.
In this way, perhaps the guidance of parents and teachers would gain credibility because
now, even though a teacher or parent may have better skills than the peers of learners,
This new learner is also more self-directed than learners of the past and much of
their learning takes place away from school when they participate in blogs, and all of the
alternate reality worlds such as Second Life. They also extend their learning by
uploading videos onto YouTube or by playing complex video games (Prensky, 2005). In
Lessons From Skateboarders, Sagor (2002) talks about how skateboarders, similar to the
learners of today, achieve mastery by trying a particular stunt hundreds of times and they
do this in supportive groups. They push themselves to achieve personal bests and are
Finally, this new type of learner engages in three diverse learning styles, mainly
visual, auditory and kinesthetic, and uses all of Gardner’s multiple intelligences while
Carol Ann Tomlinson is one of the leaders of the differentiated instruction movement
that, though around for at least twenty years for gifted and talented students, has slowly
begun to shape regular classrooms as a way of addressing the needs of all learners. The
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 5
learners is part of the curriculum and done continually so that teachers can determine the
growth of learners and their readiness to move onto new things; learners are constantly
working in different grouping patterns and while teachers guide the exploration of
learning; students own their learning by becoming responsible for it (pars. 6-9).
Tomlinson also suggests that to be truly differentiated, a classroom doesn’t just adjust the
level of difficulty of questions for students of varying abilities, nor does the teacher
simply grade some students harder and others more easily. To be truly differentiated, the
classroom has to “offer a variety of learning options designed to tap into different
readiness levels, interests, and learning profiles” by using “ (1) a variety of ways for
students to explore curriculum content, (2) a variety of sense-making activities or
processes through which students can come to understand and "own" information and
ideas, and (3) a variety of options through which students can demonstrate or exhibit
what they have learned” (pars. 3- 4). Tomlinson suggests that the differentiated
classroom would have, among other things, many different computer programs, learning
contracts, tasks and products that have been designed with multiple intelligences in
mind, criteria for final products that have been negotiated by the student and teacher, and
so on (par. 21).
Learning styles are the preferred ways that people process information or learn
new things, and the three most common learning styles include kinesthetic, visual and
today, in general, learn while using all three of these styles. In addition to this, Lower
(2008) states that the new generation of learner prefers learning environments that are
structured, fast moving and infused with technology. Thus, to meet the needs of these
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 6
learners, teachers should engage them in learning that mirrors the world they experience
outside the classroom. Outside the classroom, students are engaged in downloading
music, creating music, instant-messaging, discussions and even watching events such as
The ultimate goal of schools should be to create and foster the growth of self-
directed learners. Self-directed learners are active instead of passive and self-directed
learning occurs when learners take responsibility for the direction of their learning.
Initially, the teacher guides the learner, but eventually, through collaboration with others,
the learner begins to make crucial decisions about their goals, what they think is
important to learn, and how they will approach the learning task. Today’s learners,
especially those who play video games, are incredibly self-directed in that, like the
skateboarders Sagor (2002) talked about, who achieved mastery by trying a stunt
hundreds of times. Weiner (as cited in Driscoll, 2005) says that “Motivation is often
inferred from learning, and learning is usually an indicator of motivation” (p. 310). So
the question raised by Driscoll (2005) is “How do we motivate people to engage in new
learning?” (313). She goes on to ask, in this information-rich society, how a teacher can
regulate an individual’s learning and how can a teacher teach someone to become self-
regulating. The answer is that students’ cognitive processes such as curiosity and
interest, goals and goal orientation and self-efficacy must be deliberately imported into
the structure of the classroom. Driscoll mentions that individual and personal curiosity
often motivates people and piques their interest. Learners are also more apt to be
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 7
fantasy. Learners also respond well to situations that involve problem solving.
instruction through the use of technology can create the type of engaged learner described
earlier. In turn, the paper will first address limitations of traditional classrooms, and then
at the end of a unit of study, is not effective for the learner in schools today. Bondelli
(n.d.) asserts that the traditional classroom “is not the most effective in resulting in actual
learning and has many disadvantages that are actually counterproductive to real
learning”. This is because traditional classrooms focus more on how to pass standardized
tests “ and leads students to only extrinsically value education and not intrinsically value
learning” (p. 1). The structure of schools and traditional teaching styles hinder today’s
learner because such classrooms tend to isolate learners; in the past, the individual
succeeded or failed, based on their own merits. Today’s learner requires immediate
feedback, the opportunity to explore topics on his or her own, and chances to become
involved in online environments; this holds their attention. They are not constrained by
the four walls of the classroom. Students today, have access to many socializing
opportunities such as texting, blogs, email and the like. As a result, so much of their time
is spent socializing that they need social communities to not only motivate them but to
also give them a sense of self-worth. Somehow, educators have to put that into
instruction.
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 8
address the individual needs of learners. The first step is to differentiate the content, or
give learners different material in terms of complexity and depth, but still based on the
same themes suggested by the curriculum. In terms of the process, teachers should
actively vary the pacing of content to meet different abilities. In terms of product, the
teacher could have different requirements for students of different levels. For example, if
learners are using PowerPoint or Inspiration, their results would vary in terms of
information included and the complexity of the slides produced. Evaluation does not
have to be based solely on the product, however. Throughout the process, the teacher
for the new learner. Net Generation learners share several characteristics in common;
they are driven, social, multi-tasking, experiential learners (Junco & Mastrodicasa, 2007).
Assignments and activities need to meet these characteristics. First, to gain and sustain
the attention of this learner, educators need to pique the learner’s curiosity, which is
fleeting, and “evoke a sense of mystery and involve students in problem-solving” (p.
334). However, these students lack critical thinking skills and want assignments that are
structured and show clearly what is expected. Due to the social nature of this type of
learner the use of the traditional lecture is not as effective as group interactions such as
learners this new type of learner does better with assignments where they search out the
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 9
answer versus tradition methods of teaching where the answers are given to them.
Finally, as multi-taskers, this type of learner not only prefers to work on many tasks at
once, they work best this way. They arrive at their work in a nonlinear way, have short
attention spans, and prefer to get to the main idea on their own rather than having to wait
for a teacher to give them the main point such as in a lecture. Finally, instructors should
vary instructional presentations, and if students can’t find the relevance in their learning,
“means oriented strategies may be useful” (p. 335), which means that ideas and
information are indirectly presented by the teacher and learners construct meaning
addressing the issue of plagiarism with this generation of learners requires more
education on the issue than learners had in the past. Most of their lives have involved
with “free” information from the Internet, and frequently file share with peers. They
must be specifically taught about ethical issues having to do with plagiarism. Further to
this, because this type of learner is accustomed to texting, they must be taught how to
write; most of their writing is condensed, uses incorrect grammar, and is filled with
abbreviations and slang. They also need to be taught about plagiarism and copyright and
ethical uses of digital information. As such, this requires that the teacher be also familiar
To attempt to help each student learn, students can be given choices as to how
they might display their grasp of the content in activities and assignments. For example,
in a research activity a student may have a choice to research the information traditionally
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 10
by listening to a teacher directed lecture and access books from the library. Other
students may choose to research the topic through Internet searches, group discussions,
and the like. The final product may vary as well. Some students may choose to write an
essay, while others may choose to create a presentation using multi-media tools such as
PowerPoint, design a webpage with Wix, or create a bulletin board display. Having the
students show they have learned is more important than each student doing the same
assignment, and this approach is consistent with the idea of promoting self-directed, life-
long learners.
Exploration with distance learning would also allow learners to incorporate their
unique social skills into their learning. The schools in our school divisions allow open
and unrestricted access to the Internet, so students have access to the most current
information available there. They are involved with other students in group projects from
other schools and communicate with each other through Content Management Systems
such as Moodle. They can read blogs and participate in online discussion groups.
Therefore, though motivation hasn’t changed, the style of learning has. Students, who in
the past have exhibited behavioral problems in traditional classrooms, begin to thrive in
the new online learning environment. The reason for this is the style of learning has
changed. The learner has more opportunity to explore topics on his/her own; also the
learner may be engaged in research with another learner from another location. This
forces learners to think and learn in new ways. It is important for people to become
motivated to help learning, but what motivates them has changed; teachers need to be
The usual way to evaluate these wide-ranging activities is to use a rubric and this
should be created and given to the students prior to the assignments. This allows the
learners to know what is expected of them and reduces uncertainty about expectations. A
rubric focuses on how well the students display their knowledge of the learning
end of the assignment, but instead, evaluation is done throughout the process of
essay is not important. It is the ability of the student to demonstrate that the learning
outcomes, as laid out in the curriculum, have been met that is important.
Conclusion
The classroom has indeed changed. Teachers of today face the challenge of
reaching a new type of learner who has a different mixture of social expectations,
learning characteristics and needs than students in previous generations. Addressing the
needs of such learners begins with differentiating instruction so that students will remain
motivated and engaged, their individual learning styles and learning needs will be
addressed.
Understanding Today’s Learners and Meeting Their Needs Through Differentiation 12
References
Junco, R., & Mastrodicasa, J. (2007). Connecting to the net generation. U.S.A.:
NASPA.
Lower, J. (2008, October). Brace yourself: Here comes generation Y. Critical Care
Nurse, 28 (5), 80-83.
Web 2.0 Learning Styles (2008). Retrieved December 14, 2008 from
http://en.wikibooks.org/wiki/Web_2.0_Learning_Styles.