Time Machine Moments in Education

The setting was an educational psychology class at Ball State University, the time was sometime in the early 1990s. I eagerly anticipated my masterpiece, a million-page research paper on the brand new fundamentals of why including kids with special needs in the general education was so important. I had been working on the paper for months. I can still hear the click clack click of the Brother Electric Typewriter I borrowed from my roommate to complete the task. I knew it was an incredible paper. I could feel it in my bones. No matter what some professors or teachers from the past might say about my multiple choice test taking skills, I have always prided myself in being able to convey information through writing.

The moment of truth arrived, and my paper was passed back. The score, written on the cover page in a slash of red, was less than enthralling. My mind raced. I had been so confident that my message was clear, my content so developed, my avant-garde approach to education so stunning that my teacher would be showcasing my paper in front of the class...not slipping it to me as he walked by.

red pen markups on a typed paper


I flipped furiously through the pages to find the culprit. On the first seven thousand pages, only a hint of the red color came in the form of agreement, encouragement or an occasional probing question designed to make my preservice mind churn. The last page, however, was a sea of red - waves crashing all over the bibliography I had to include per the rubric. MLA style was absolutely not my friend. All of my innovative ideas and passion took a back burner to something I had been taught but had not learned.

As a person who has been in the field of education for a long time, I feel like part of the overall job is never to stop learning. Ever. It is part of what we preach, and part of what we should do. However, continuing to learn new things and expanding horizons often comes with a price. A price I like to call, “Time Machine Moments,” or TMM for those of us who love acronyms.

To be specific, Time Machine Moments refer to when directly after learning something new or better one thinks, “I wish I had a time machine so I could go back and teach that again.” This does not mean that there is anything wrong with what I taught, especially taking into consideration what I knew then. I did what I did at the time, because it was what I knew and I always tried my best for students.

I also do not want anyone to confuse these moments with regret. I refuse to beat myself up for not knowing about or having the resources to do something. I can be aware of the fact that I always got marked down in college for MLA or APA citing style issues, and as a result I could spend time being furious that I did not have a tool like Snap&Read Universal that actually generates the citing mistake free. I could react by either shaking my fists to the sky, screaming, “WHY?!” OR teach students to use the tool, sparing them from the defeat of turning in a fabulous paper marked down by something ambiguous to most students.

When I speak to teachers across the state about writing tools and devices, a frequent reaction held by the attendees is one of frustration. The response to the Livescribe Note-Taking pen is almost always, “Where was that when I was in college?’’ The response to APA, MLA or Chicago style citing tools is one of disbelief. Is it possible that so many people with so many good ideas might have missed an opportunity to shine due to a technicality? My philosophy on when we introduce text readers or word prediction software with auditory feedback to children is in the same vein. How many years did I drill decoding into a student who wanted to read Harry Potter? A text reader with a highlighting tool would have allowed the student to be reinforced of the words and text while auditorily reading on a level of extreme interest. The way to get better at reading is to...you guessed it...READ. Bring me that time machine now!

How many students would I have helped if I had been figuring out a way to get original ideas out of them instead of asking them to do something technical that was not the point? Traditional teaching models I used were good for some students, but truly figuring out what would have helped them discover inner brilliance would have been the best gift I could have given them.

Time machine selector pointing to present
There will always be time machine moments for educators. There will always be an advancement that will make a teacher run for a “Back to the Future” type Delorian and start wildly punching in dates. I think the thing that balances it out, however, is having an open mind in the present. Being innovative and outside of the traditional teacher comfort zone is what it is all about.


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Inclusion: The Ongoing Illusion!

On July 1, 2012, I became a PATINS Coordinator. At that time we each had our own library of assistive technology and were assigned to assist educators within a certain region of the state. I was fortunate enough to find myself in an office within the Bartholomew Consolidated School Corporation Administration Building. The special education department welcomed me and assisted me with my transition from a K-12 educator to a PATINS Specialist. At the forefront of that welcome and assistance was Dr. George Van Horn. So, typical to form, when I asked if he would like to be a guest writer for the PATINS Ponders Blog he immediately agreed to share his thoughts. 


George Van HornInclusion: The Ongoing Illusion!

George Van Horn, Ed.D., Director of Special Education, Bartholomew Consolidated School Corporation


street sign the corner of perception and reality







Image reference


I have long believed in inclusion. Inclusion is a school environment that welcomes all and provides what is necessary for all students. But believing in inclusion is not enough. Many people don’t realize that P.L. 94-142 did not create special education, it created general education. In an effort to allow children with disabilities access to the public school system, states and local districts started with the assumption that the environment was focused on educating only students who were already educated in public schools and a system needed to be created. Hence, the creation of general education. Prior to the passage of the federal law, the system educated “all” students. Through P.L. 94-142, “all” was expanded to include children with disabilities. In order to accomplish this, the system in place was kept, named general education, and continued to serve students. However, to educate students with disabilities, a parallel system was created because the existing system was viewed as only being for students without disabilities.

Venn diagram on mainstreaming with 3 areas: general education, special education and high ability. None intersect











As time moved on it became clear a separate system for students with disabilities was not effective and the initial solution was “mainstreaming”. Students with disabilities were still a part of the separate special education system, but would “visit” general education classrooms. This practice was useful in introducing general education educators and students to students with disabilities. But, the “home” for children with disabilities still remained the special education classroom and they were not members of the general education environment. This practice led to the next step in educating children with disabilities – inclusion.


Picture shows Mainstreaming with student going into a classroom and Inclusion showing an arrow where students can leave for support and service
Image Reference

Inclusion means all children are members of one educational environment, meaning there are no more general education and special education systems. As I reflect on the many years I have supported inclusion, I have come to the conclusion that in reality what many of us have accomplished is advanced mainstreaming. In most educational environments, children with disabilities are still viewed and treated differently. Many educators continue to struggle with the concept of equity versus fairness. Inclusion is not about giving all students the same (fair), it is about providing students what they need to be successful (equity). While progress providing equitable opportunities for all students has been made, there still remains two educational systems, general and special. While this is not our goal, it is a step toward achieving the goal of creating truly inclusive educational environments. What’s next?

Photo of students in classroom.

The barrier that has not been addressed is the need to create education environments that remove barriers and create options for instruction, assessment, and most importantly student learning. Until this occurs, it does not make sense for students with disabilities to be placed in classrooms where failure is probable because we have not changed why we do what we do, how we do it, and what we do. The focus in education needs to shift from the individual as disabled to the environment as disabled. I suggest the framework for accomplishing this monumental shift is Universal Design for Learning (UDL).

UDL is a framework that begins with several assumptions:
  • Variability is the norm
  • Disability is contextual
  • Focus on the learning environment and curriculum, not the students.
Through the use of the principles and guidelines of UDL in designing learning environments, educators can identify barriers and create options for ALL students. UDL is not about some students, but instead, focuses on improving learning outcomes for all students. Educators know that students come in all shapes and sizes. Variability is the norm. We know the students we work with will all be unique. In addition to variability, we also know that all students have strengths and weaknesses depending on the activity. Hence, disability is contextual. Everyone is disabled depending on the circumstances. For inclusion to become a reality, we must create one learning environment for all students that allows the students to choose what option works best given the activity. The creation of an environment where all students have a sense of belonging and ownership is our ultimate destination. While this is not an easy shift, it is necessary if we truly want to educate all children.


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Knowledge is Power

October is Dyslexia Awareness Month. October 15 is World Dyslexia Day. People all over the world will be wearing red to celebrate awareness. This may be a terrific way to introduce our state’s new dyslexia bill to your classroom, or even the whole school: encourage everyone to wear red. Maybe ask everyone to learn and share one fact about dyslexia.

A frequent grievance from students who have dyslexia is that other students tease, berate and bully them. Those bullies are acting out of unfamiliarity of reading disabilities, and there is only one way to fix that; educate them. Ask them for support. Point out the obvious: some of us are good at golf, some of us are good at baseball, some of us enjoy working with technology, some of us are artists or dancers or mechanically inclined. That does not make one better than the other, just different. Perhaps, this is the first thing to talk about with your students when you begin the dyslexia conversation.

A common objection from teachers is that very soon (July 2019) they will have to be skillful in early identification of dyslexia, and then able to provide effective, science-based instruction, when they themselves have not been trained in these areas. It’s true. I’m certain that “dyslexia” was never mentioned in my own education. As more states, 39 so far, pass laws for teaching learners who have dyslexia, such as our Indiana SB 217, colleges will have to better prepare pre-service teachers with reading instruction that is explicit, systematic, sequential, and cumulative.

The more parents know about dyslexia, the more they will understand how to advocate for their child.

The more teachers understand about dyslexia, the better they can justify their needs for professional development to help them improve instruction.

When students with dyslexia receive the instruction and support they need, the more success they will experience.

“A teacher educated about dyslexia can be the one person who saves a child and his/her family from years of frustration and anxiety. That teacher can play a pivotal role in changing the whole culture of a school. Remember, it takes a village to raise a child and a village of advocates to raise a child who struggles.” - Dr. Kelli Sandman-Hurley

Other Helpful Resources:

Reading Horizons Overcoming the Dyslexia Paradox

International Dyslexia Association-Perspectives on Language and Literacy

IDA Dyslexia Handbook: What Every Family Should Know-Free Download

Solution Saturday-October 6 2018
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Can You Floss?

No, I am not talking about the kind of flossing of your teeth, but one of the new dance crazes brought to us by the popular video game, Fortnite, called “Flossing”.


Have you tried this new dance craze? It looks simple enough with swaying your hips and moving your arms to side to side. However, I have found that it’s a little harder than it looks. After having my college brother-in-law try to teach me how to “floss” move by move, we found out there must be a generational difference in dance move skills! I was still clueless.

I looked something like this (it's okay to laugh with me):                                                                  GIF girl attempting floss danceUntil I caught a step by step tutorial on TV by someone of *cough* my generation I wasn’t able to feel confident I was able to do the fun and simple dance.

With some practice you might look something like this (it's okay to STILL laugh with me!):

GIF girl slowly floss dancing

Ever feel the same with teaching? With Pinterest, Twitter, Instagram and Facebook we see everyday what other teachers are doing in their classrooms. It looks easy enough but then a feeling of overwhelm seeps in. How do we learn how to do #ALLTHETHINGS with great purpose and intention and do them well?

My suggestion is to try to take a step back, deep breath and take #onething at a time. Sometimes we have to be reminded to take the same advice we give to our students every day. I think a lot of us go to the internet for help…mostly YouTube when we want to see how to do something. Did you know that PATINS has a YouTube channel called PATINS TV and also at-no-cost trainings either in person or virtually via webinar? You can even request a specific training from any of the PATINS Specialists that fits your specific needs. We are here for that step-by-step support to help you feel confident in your daily dance of teaching!

Here is my step by step for “flossing.” Try it with your students for a brain break!

Start with the hips:

picture girl pointing at hipspicture girl with arms straight out to left sidepicture girl with arms straight down by hips

picture girl with arms straight out in frontpicture girl with arms straight out to right sidepicture girl with arms straight down to right side by hips
Don't forget to comment and share your "floss" dance experiences with your students with us! 
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Universal Design for Learning in Higher Education

In the winter of 2018 at the Assistive Technology Industry Association (ATIA) conference in Orlando, Florida, I attended a breakout session presented by Thomas O’Shaughnessy and Conor Hartigan, two nearly lifelong friends that are also colleagues in the assistive technology department at the University of Limerick in Ireland. Together they presented, “Assistive Technology in Education: An Irish Perspective.”

Their session opened my eyes to the universal struggles that we face as advocates for equitable access to the curriculum in all levels of education, especially when it comes to the implementation of assistive technology and Universal Design for Learning.

In the time since ATIA, I’ve remained in touch with Thomas and feel lucky to call him my friend. It’s within this friendship that he so graciously agreed to share some of his higher ed experiences and perspectives from across the pond.

- Universal Design for Learning in Higher Education - written by Thomas O'Shaughnessy

Ireland haThomas O'Shaughnessys changed significantly in the last 25 years. It is now seen as a leader in terms of technology, science and medical advancements and is well on its way to becoming a global technology hub. With a heavy emphasis on education, our universities have developed reputations for developing highly skilled graduates in every area of employment from business, technology and engineering to science, the arts and education. These higher education bodies have developed programmes to accommodate a range of learners from different backgrounds including socio-economic disadvantaged, asylum seekers, mature students and students with disabilities.

While initiatives like the Disability Access Route to Education (DARE) in Ireland promotes inclusion for students with disabilities at higher level in terms of an access route, are these students appropriately accommodated in Higher Education?

The National Plan for Equity of Access to Higher Education for 2015-2019 in Ireland was designed to ensure that the student body entering, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. It discusses the mainstreaming of many supports that currently support this social mix including students with disabilities.

This argues that the current systems are changing and as they further develop we may no longer have a need for specialised supports to accommodate this social mix. Realistically speaking, this is currently still far away from the truth. However, one support that could help alleviate a lot of these issues involved in supporting this social mix is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. It is called Universal Design for Learning (UDL).

However, when it comes to UDL in higher education in Ireland, we seem to fall well short of our American counterparts. I’ve been to my fair share of UDL themed conferences (AHEAD (Irish Organisation), ATIA, etc.) to know that the implementation of UDL in a classroom stateside is one thing, the implementation of UDL in higher education in Ireland is entirely another. Principals and school administrators have far more influence at school level than their counterparts in higher education. Teachers can also take control of their set curriculum much easier than academics in higher education.

Unfortunately, we are now in an era where business models drive many universities and other higher-level institutions where research income and reputation (ranking) take precedence over teaching and learning. We see senior academics buying their way out of teaching to further focus on research. Academics that are needed to help drive UDL change, replaced with younger less experienced educators too inexperienced to initiate any change like UDL.

This business shift is coming from the top down, exactly where the adoption of UDL should originate from. However, since UDL often comes with a cost (time, resources, etc.) are higher education institutions interested in driving UDL forward? Are academics for that matter?

When we do see academics engage it is usually when the push comes from the top down or when priorities arise related to statistics on student engagement or student progression. We could begin to discuss incentivising the UDL approach, but should we have to? Are financial and other rewards the only way we can get buy-in?

UDL requires lecturers to allow students multiple means of representation in order to give learners various ways of acquiring information and knowledge, multiple means of expression to provide learners alternatives for demonstrating what they know and multiple means of engagement supporting how learners differ markedly in how they can be engaged or motivated to learn.

While I’m sure in theory we all recommend this framework, do academics have the resources to support this framework and do they have the multiple rubrics needed to implement it? Would they have the support to inform their department or faculty? A colleague of mine said recently “UDL is great if you have unlimited resources and buy-in from everyone” and for me, this struck a chord.

The biggest problem incorporating UDL in Higher Education is the lack of buy-in from the top. UDL will only ever work in Higher Education by employing a top-down approach where the president/senior academics buy-in from the start and where UDL is mandated into every new academic contract.

Unfortunately, interdepartmental politics, accountability (lack thereof) and attitudes make some initiatives hard to employ at higher level. In my experience most academics still don’t even know what UDL is and unfortunately there are many who simply don’t care – they don’t currently see it as a priority or their responsibility. How do you convince a lecturer to spend three times the time (approximate guess) developing class material to support UDL when nobody is requiring them to? They will almost always argue ‘time and resources’ – I know, I’ve seen and heard it.

I love reading books like Dive into UDL, attending talks by UDL experts like Kate Novak and seeing images like (Em)Powered by UDL. My excitement however quickly dampens when I realise how difficult it is to organise UDL at third level and even, at times, in schools. Who will train the staff, who will pay for this, would the staff attend? (even if it is mandatory) Who will drive it?

We have seen some small shift; University College Dublin is making strides to incorporate UDL in their everyday practices although I’ve yet to see how this is being handled and deployed. In October 2018, The Universal Design and Higher Education in Transformation Congress (UDHEIT2018) will be held at Dublin Castle, it will be an exciting conference that will give a proper insight into the current situation. There will be a focus on the creation of the state’s first technological university - based on the merger of Dublin Institute of Technology (DIT), IT Tallaght and IT Blanchardstown.

Apparently all three (yes, I said three) presidents of this new technological university are advocates of UDL and they have put UDL as a cornerstone of this merger. I await this conference with equal scepticism and anticipation. Too often have I attended UDL conferences where the theory didn’t meet the practice, where “UDL practices” were not real UDL practices. Too often have I left more disappointed than when I arrived. I want practical solutions on how it is implemented, not theory on how it could or should work. For me, for UDL to be successful the answer lies with teachers and teacher educators.

Too often these days I hear “give it to the teachers”, however UDL is one area where I generally think teachers can make a real difference. We need to train (our already overburdened) student teachers about UDL and its importance. Let them incorporate its principles in their class through lesson plans and let them show every student that there are multiple ways in which tasks can be represented, engaged with and completed. Let them see the teacher using it and let it become the norm where when their students graduate they will be able to incorporate multiple approaches to everyday issues. Let them use readily available (what will hopefully become standardised) resources to achieve this. Then and only then will we see a change in attitudes and practices needed to fully utilise the UDL framework.


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When Life Overlaps (With More Life)


two teen girls jumping on a trampoline at the Sharritt's farm
Have you ever felt stretched in more directions than you ever felt possible? This summer was a season of challenging and unexpected beginnings for me, which is kinda funny because in my last PATINS blog, I used the phrase “bring on the possibilities!” (shakes head at 3-months-ago self). Here’s the summary of summer for specialist, flower-farmer, foster mom, and new-grandma Bev:


A challenging beginning for my full time job at PATINS was to create meaningful trainings for ALL educators for the summer of eLearning conferences, given that my specialty area is with blindness and low vision technology. Most of my participants may have one student in their whole career with this disability. I came up with “Close Your Eyes and Imagine UDL” and “Electronic Books for Elementary Students”. Check these out as fall webinars by searching the PATINS training calendar.

More and more, the boundaries of special education and regular education are dissolving into “this classroom works for everyone.” I met many educators who are doing this creative work. They enriched my specialized views with their ideas for taking accommodations traditionally available to students with blindness and low vision and considering how they could help any student.


My part-time summer job as flower farmer became both harder and easier when my Mad Farmer husband Roger, planted 20 new perennial varieties. I loved having a larger variety of textures and palettes when making bouquets, but it also increased the number of times my back had to bend to cut those beauties. We are already negotiating on limits for next year, but I’ve seen some new dirt flying in the perennial field when Roger thinks I’m not watching.

close up of black-eyed Susan flower; black center with gold narrow petals
In late June, we suddenly welcomed two foster daughters ages 11 and 12 into our house. This led to having more than one kind of cereal in our cupboard, and other oddities like an unexpected evening of putting together a trampoline as a thunderstorm approached. The trampoline
does block my view of the perennial field. The volume of life has increased for the Sharritts with this addition of both loud laments/bickering and high-pitched joy/hilarity to our lives.


With great anticipation, I awaited the title of grandma this summer with a due date for Margaret Rosemarie on August 3rd. Then in June, the news that her dad would be a working in Indianapolis, rather than Michigan, threw new possibilities and logistical challenges into the mix. My son-in-law moved in with us to start his job and look for housing (buy more cereal). We worked on squeezing in visits to our daughter while she finished her job, and waited to deliver in Lansing. Then we all waited 9 extra days for the girl while she took her sweet time to make her entrance.

September and structure are my new favorites. I’ve never been more excited for school to start. I’ll be a little sad when the frost comes and kills the zinnias--but only a little. I’d even concede that I’m looking forward to socks again. We’ve all landed softly (or continue to bounce on that trampoline!) after a chaotic summer. The heaviness of the stress when many roles overlapped, eventually found a balance with something lighter. Or I yelled for help, and someone stepped in. Or I just yelled. 

I witness educators being pulled in many directions as well. If it is a season of extremes for you, I wish for you a good team, and a willingness to look for growth in the stretching.



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Never Too Old

I have a neighbor that lives 2 doors down from me. Nancy is 90+. I respect not asking her real age, because I know several people at 29 and holding. She is sharp as a tack. She was a U.S. Ambassador for Suriname during her career and has traveled the world. Her stories and memories about our neighborhood are exciting to hear.

Unfortunately, she is far less mobile and her sight is failing. She struggles with seeing anything in a print format, for it is too small, and uses a pair of binoculars to watch TV.

I walk our Golden Retriever, Cooper, by her house and stop when she is sitting inside her screened-in porch. She enjoys petting Cooper, and he shows her a lot of attention and affection. It also gives her the opportunity to “pick my brain” about technology.

I have spent time with Nancy making sure that her technology was accessible with minimal effort and knowledge on her part. She is very interested in current verbiage she hears from her radio or television.

Last week it was, “What is streaming about?” I explained it was a way of getting content, video and audio over the Internet. Some of it is free and some has to be purchased through subscriptions like HULU, Netflix, Sling and others.

I was asked to explain those as well, because she has an endless curiosity of how technology has evolved from just a radio or a television with a pair of rabbit ears*.

Just this week she greeted Cooper and me with much excitement. “Let me show you my new best friend,” she said. She pulled out a handheld digital magnifier. She was so thrilled.

We had talked about devices in the past, but she was reluctant. At a recent eye doctor’s appointment, it was suggested she visit a specialty store on the southside of Indianapolis. Nancy decided to give it a try and visited a vendor that has been serving PATINS Stakeholders for years.

Long story short, she can now read the newspaper and her mail and does crosswords puzzles. She’s like a kid at Christmas.

*Rabbit ears were an adjustable television antenna that could be re-positioned to get the best picture reception. Sometimes placing aluminum foil on them would “amplify” the reception.

TV with Rabbit Ears on top in the shape of a V

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Tea anyone?

teapot with cup and milk
I’m a tea drinker. I appreciate tea. Tea making has been called many things: a celebration, an ancient rite, refreshment for the stress of life. 


My late grandmother taught me some tea-making secrets, such as knowing that the preparation of the tea affects the taste. Traditionally, the milk was poured into the cup first, then the tea. The taste is much different when you pour the tea first and follow it with the milk.

I always enjoy watching as the tea is immersed in the water. Every inch of exposed tea is saturated. Almost magically, the water begins to change color. First, there are light amber ribbons of tea color. Soon they become larger and deeper. The water is infused with the rich brown flavor. Slowly, the water becomes something new to be savored and enjoyed.

The miracle of a cup of tea reminds me of the way the process of learning can change a life. Like the tea… knowledge, experiences, conquered tasks, access to content, enhanced senses are all part of that process that permeates the very heart of each learner. Slowly at first, growing stronger as we apply what we learn, our lives begin to change…infused with something new…something better.

This week we kicked off our 18-19 AEMing for Achievement Grant recipients, eight new Indiana school districts, as they strive to bring their respective districts into compliance and improve student performance with the assistance of PATINS.

Enjoy a cup of tea this week with me.... cheers!

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Labels, Learning Styles and Stars

"Labels, Learning Styles and Stars" on a starry background
How would you label yourself as a learner? Take a moment to think about some words you’d use.

Did you use your astrology sign? No?

When I was in high school my career counselor helped me pick a major. I took some tests which yielded lists of potential careers. Every week I studied them and shrugged.

During our last session, he sighed and said, “let’s check your horoscope.”

We pulled up a list of suggested careers for Geminis and laid my career assessment list next to it. One career showed up on both lists: speech-language pathologist. I never knew that was a thing, but I said I’d try it and I haven’t changed my mind since.

However, I do not recommend the Jessica Conrad Horoscope Method for choosing careers or to better understand your student’s possibilities. There is zero science or rationale behind it. I could have just as easily been an antique dealer. I hate The Antique Roadshow.

Also worth noting: it turns out I’m not a Gemini. This whole time, I’ve been a Taurus.

When the news broke at NASA that the astrological charts were out of whack for various reasons, I was shocked. Go ahead and look at the new suggested dates. If your sign changed, do you feel a pang of denial or disbelief, even if you use it for entertainment? I did. It’s hard to let go of that label.

Humans like labels. We are programmed to like knowing who are “our people” and who isn’t, what we are and what we aren’t. It helps us feel safe, helps us feel like we understand things, whether it’s true or not.

Go back to my first question, how you would label yourself as a learner. Did you use any of these terms:

Visual learner
Auditory learner
Kinesthetic learner

Or something like that? Several years after I picked my career from an astrology website, I was sitting in a class where the lecturer announced in passing “there’s no such thing as a learning style.”

I felt my foundation of identity rock a little when I heard that. Learning styles aren’t real? “Say’s who?” I wondered because I knew that I was a visual learner. I took a little learning quiz once and my teachers reaffirmed it and I felt it deep in my bones. Give me a book over a lecture any day. I was great at understanding graphs. Didn’t that mean anything?

A little digging revealed decades of research reaffirming the truth: our brains are amazing and complex and cannot be categorized with the decades-old hypothesis that I am wired to learn one way and others another. We still have a lot to discover about brains and learning, but the learning styles myth doesn’t hold any water or make any difference in instruction. You can read this analysis for post-college learning, and this meta-analysis summary from Indiana Wesleyan University and the research article published this year from Indiana University. You can also listen to Tesia Marshik’s Ted Talk on learning styles and the importance of critical self-reflection.

It’s hard to adopt that new information in the face of what we feel is correct. Our brains are wired to identify it as a threat, seeing information that opposes our strongly held belief no different than a lion trying to eat us. It’s hard but important! Why bother writing this and debunking the myth? Besides promoting evidence-based practice, bad information hurts kids.

For example, a young me who saw the list of careers like “engineer” and “concert vocalist” under different learning styles and thought they were out of reach. My high school student refusing to give geometry another try because “I’m just not a visual learner.” The guidance counselor who advised my friend to not pursue nursing because there was so much reading and not enough kinesthetic learning for her.

There’s a lot of other labels and titles we throw around:

Stubborn. Sensitive. Flighty. Rude. High-functioning. Low-functioning. Special. Gifted. Delayed. Aggressive. Picky. Not Diploma Track Ready.

All labels we’ve seen passed around a conference table helping us make very big decisions about what that student’s future of learning might be.

I challenge you to pause and wonder, what if the label isn't true?

So all of this begs the question: if not learning styles, then what? How do we ensure we are reaching all students? PATINS Project highly recommends Universal Design for Learning and the research behind it. We’ve got great resources and specialists who can assist you in designing for all learners in mind.
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Transition Times

Transitional times, like back to school can bring pleasant opportunities for reflection and change.

yellow Nasturtium flowers in bloom

At my house, the Nasturtiums are in bloom. Nasturtiums are beautiful as a garnish and completely edible with both leaves and flowers giving a peppery flavor.

There are two transitional times of the year for me; the end of the school year and the beginning of the school year. Approaching the end of the school year, I always say, “ I have run out of year.” I mentally begin moving on to the next year. I reflect how the current year prepared me for the upcoming school year.

"Finish each day and be done with it. You ahve done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day. You shall begin it serenely and with too high a spirit to be encumbered with your old nonsense." - Ralph Waldo Emerson

I keep in mind this quote and set my sights on to the next year and a centralized focus. I have my goals, my hopes, and, dreams in place. If I can establish a routine, all the better. If I can schedule ahead, great. My goal is to create usable forms and personal procedures. When I do this, I can be flexible and responsive. I am a happy camper!

coffee mug with the words Happy Camper

If I start the next year all up in the air without a centralized focus, all I will have to guide me is luck and frustration.   I don’t want to live that way.

The word chaos repeated and scattered around a white background

I can only imagine that I am not unique in this. Everyone would appreciate a system that is flexible and responsive to change.


My tips on how to do this:
  • Follow a schedule to keep track of what needs doing and when. What can step aside for an immediate need but not forgotten later?
  • Annual and/or Quarterly planning
  • Monthly chunking
  • Weekly reflection
  • Daily updating
  • Pick a system that is easy to use, intuitive and fits with all the apps and software you use.
  • Use a system that will sync with all the devices you use.
  • Use a system that will provide the accommodations needed.
  • Speech to Text
  • Text to Speech
  • Searchable Handwriting Recognition
  • Handwriting Recognition to Text
  • Use of a stylus
  • Word prediction
  • Alternative keyboards
  • Sometimes free is best. MS Office (Office 365) and Google, have calendar/planner/tasks options. Look for add-ons or extensions to make them more flexible.
PATINS is a great place to find out more. The PATINS Lending Library has organizational tools available that may help. PATINS Specialists can assist with finding your focus. We can help create plans that are flexible and specific. Address your unique details related to organization and executive function. Even set up tracking systems to measure progress.

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