Modern Learning at Dawson: An Opportunity for Differentiation

Modern learning means a shift in focus from rote skills such as spelling, handwriting, math computation, definitions, and dates – information that can be Googled or bypassed with assistive technology. And to continue the space metaphor, the AI asteroid might just wipe out many of the remnants of traditional education. If AI can, in seconds, write an essay about elements of the hero’s journey in Fahrenheit 451 or answer literally any algebra problem a seventh-grader can type into ChatGPT, what do children still need to know?

The answer to this question requires Dawson educators to define their instruction by the essential understandings students must gain from each unit of study – knowledge that can’t be easily summarized in an internet search. For example, instead of simply memorizing locations on a map, humanities students learn how geography influences the economy and culture of a community. Rather than assessing students on the spelling of cell parts, science students take the role of medical interns to explain how STEM professionals use what they know about how the systems of the body function to answer questions about illnesses. Ultimately, lessons require students to master a deeper understanding of class content. Modern teaching involves providing relevant learning opportunities by leveraging student partnerships, providing real-world experiences, incorporating digital tools, and giving personalized feedback.

Refocusing teaching and learning through a modern lens also creates an opportunity for educators to differentiate instruction based on the various cognitive styles of their students. Differentiated instruction, a term coined 25 years ago by University of Virginia education professor Carol Tomlinson, means taking into consideration the diverse patterns of achievement that occur in classrooms. In other words, in a class of 15 students, children might reach a learning target by a number of different methods.

Modern learning pairs perfectly with differentiation because it emphasizes the essential questions that students need to answer rather than requiring a single, linear path of study managed by the teacher. For example, one student might learn best by completing a hands-on project with a group of peers, another might learn by watching a video of a pre-recorded lesson and independently creating a visual display, and another might learn through a Socratic discussion summarized by a verbal presentation.

Furthermore, modern instructional methods such as project-based, inquiry-based, and self-directed learning mean expanding engagement opportunities for students whose learning style isn’t suited for a traditional listen-and-take school environment. A family friend recently told the story of how he was placed in a special program in high school in the 1980s due to challenges regulating his attention in a traditional classroom setting. The program, taught by the auto-shop teacher, involved what he described as a student-directed classroom full of tinkering, group work, and trial-and-error learning. This was a life-changing experience for him. He had finally found a hands-on environment that matched his learning needs and ignited his passion for technology innovation, his future career field. 

I’ve heard many stories from individuals over the years with undiagnosed ADHD in the 70s, 80s, and 90s, but this is one of the few I’ve heard with a happy ending. As I listened, I thought immediately of our own Dawson Design Labs and how students spend their time in a similar environment to what my friend described – imagining, building, and revising through the design process. When I visit our design classes, I see the same passion in our students that my friend expressed, except our Dawson students don’t need to feel like failures somewhere else before they are afforded the opportunity.

In addition to requiring new methods of instruction, modern competencies stand notably apart from many of the conventional skills referenced above, such as spelling, word calling, and memorizing facts. Whereas the later skills are traditionally challenging for neurodivergent kids, modern learning refocuses what happens in schools on innovation, collaboration, creativity, and critical thinking – areas of strength for neurodivergent students. This shift creates more opportunities for all learners on our campus to experience success in line with  Dawson’s Diversity Statement, highlighting our commitment to supporting various cognitive styles. 

At Dawson, modern competencies are embedded in our Core Values and drive learning across our campus. In math, students engage in number talks starting in kindergarten that require them to discuss various ways to uniquely solve problems. In the visual arts beginning in Early Childhood, students learn the techniques and behaviors artists use to create one-of-a-kind pieces. And our eighth-grade capstone students research and analyze an issue in our Las Vegas community to design a suitable intervention.

Over the next 20 years, Dawson graduates will continue to face an ever-shifting world, which teachers anticipate by continually evaluating their curriculum and instruction for relevancy. Who knows what teaching and learning will look like at Dawson in 2044, but it’s exciting to imagine the voyage there.

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