Use of PULSE in Grand Erie District School Board (GEDSB): to
Help Meet the Needs of all Unique Learners
and to Differentiate in the Classroom
There are many different ways that PULSE can be used to help both students to understand their unique learning style and how teachers can better support and teach with differentiated teaching options. Here's an amazing example from the GEDSB at King George School, LRT Laura, their students and teaching staff:
Any student can use and play PULSE:
Laura: “I have had a lot of positive feedback from teachers and students when completing the games. I had set the staff up as my class and had them give it a try before doing it with their class. Many of them were surprised at their results - I had a teacher say "I am definitely a kinesthetic learner" and then their results showed that they were a sequential and visual learner. Our kids really enjoyed working through the different games. We have a number of students at our school that are identified (e.g. learning disability, Autism, Mild Intellectual Disability) and all were able to complete the games with no frustrations. We do have a student with Fetal Alcohol Syndrome and he struggled. I worked with him and had to reword and remind him of the instructions throughout the games. He has very slow processing speed and issues with memory and retention. It took him 3 different attempts to complete the games and he got frustrated a couple of times.”
Easy differentiation options for staff to integrate into the classroom:
Laura: “I would say as a staff, our next step is to take the information and apply it in the classroom. We need to work with our teachers on using the strategies provided. I've attached a few photos of the bulletin board we set up in our Resource Office that uses QR codes to link to the youtube videos for each strategy. Our goal now is to have staff and students actually use it when they are working on assignments.”
To find out more about PULSE, please visit:
