Choice

“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
– Albert Einstein

ALL-ED is a framework that helps teachers plan equitable learning experiences that engage, value, and stretch ALL students.  In every curricular unit, the teacher must have planned multiple pathways that draw students into the topic, capitalizing on student background experiences, prior knowledge, interests, and strengths.  In addition, multiple pathways anticipate and address essential learning needs from the launch of the unit. Howard Gardner, in The Unschooled Mind, describes entry points as different ways a teacher can approach a topic so that students, regardless of their unique blends of intelligences, experiences, and interests, can find ways to become involved with content. He describes the topic of study as a room with several doorways through which to enter (1991).

Along with invitations into the topic understudy, multiple pathways are used throughout a unit to require student to demonstrate their understanding in a variety of ways.  This requires students to think flexibly with their knowledge, builds communication skills, and promotes memory. For example, let’s examine this assessment of 3rd graders understanding of exploration.

 

Are Multiple Pathways and Learning Styles the Same Thing?

Daniel Willingham, professor of psychology at the University of Virginia, offers an explanation of the relationship between learning styles and effective instruction. You can read a short article here. Daniel also has a Frequently Asked Questions page that is extremely helpful. The video below offers another explanation.

How do Multiple Pathways align with Universal Design for Learning?

Find out more about Universal Design for Learning’s three principles:  multiple means representations, multiple means of action and expressions, multiple means of engagement and demonstrations. Universal Design for Learning should be reflected in curriculum goals, materials, teaching methods, and assessment.