This blog posting is fairly detailed and encompasses a variety of projects, assignments and reflections on Learning Styles and Multiple Intelligences. Included:
- Picasso Head drawing using Multiple Intelligence assessment and a brief description
- A teaching example using Nature Intelligence
- Claims identified in the Learning Styles Don't Exist and MI Theory videos
- My reflection on learning styles
Nature Intelligence
I tested highest for Nature Intelligence, which is the major theme in my picasso drawing. The two other intelligences were Self and Logic. Self is shown in closed eyes, symbolizing reflection. The geometric body is a representation of logic.
Unfortunately, I did not notice that Body Movement and Social were also ranked at the same level as logic so I'm either very balanced or very confused!
According to the assessment, a couple of ways to use my nature intelligence include:
According to the assessment, a couple of ways to use my nature intelligence include:
- gardening
- hiking
Both of these are already on my list of most favorite things to do!!
Here is an example of a teacher incorporating geocaching (Nature Intelligence) into science labs.
This teacher's original intent was to use GPS (and mobile GIS) technology in her geology lessons however, due to the versatility of these units, she also began to develop biology and chemistry lab applications, such as tree identification and stream health testing. I believe this is an excellent way to improve student learning because it incorporates new technologies that can be taken into the field to collect data. Students will have the opportunity to report and interpret their findings, which will keep them engaged in the scientific process and encourage life-long learning.
Videos and Their Claims
Identify a claim that makes the most sense to me re. why learning styles don't exist
Claim: Although it is true that different people have different preferences for receiving and retaining information, it is not true that optimal learning requires adherence to learning style theory. The nature of the content is what determines how it is to be presented to students. Incorporating a variety of instruction methods is good to peak interest and solidify concepts, but there is no evidence to support differentiating instruction to accommodate different learning styles.
Identify a claim that makes the most sense to me re. MI theory
Claim: The 'One size fits all' conventional style of teaching does not work for true learning (retention of knowledge outside of school). Individuals have multiple intelligence styles therefore a variety of methods should be used in the classroom to engage all students. A paradigm shift is needed in how we approach the education process to make learning more productive.
As a teacher, I think it is important to know the preferred learning styles of my students because it will help me to engage them individually as well as present concepts is a richer, more balanced format. I do not believe students should be segregated or taught exclusively according to their learning style preferences, as some researchers suggest. Students should not be pigeonholed as we are all capable of learning under almost any style, no matter what our preference is (Clark, 2000).
Knowledge of my students' learning styles complements the approach of a content driven lesson presentation. I would use this approach to teach lessons in multiple ways when possible, for example, including videos, lab work, field work, lectures/readings, and group activities. Teaching a concept using multiple modalities reaches all students and helps to reinforce the ideas being presented. University Professor Howard E. Pashler states, "Some concepts are best taught through hands on work, some are best taught through lectures and some are best taught through group discussions." (as cited in Glenn, 2009)
References:
Clark, D. (2000, May 9). Big dog and little dog's performance juxtaposition. Retrieved from http://nwlink.com/~donclark/hrd/styles.html
Glenn, D. (2009, December 15). Chronicle of higher eduacation. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to-/49497/
Here is an example of a teacher incorporating geocaching (Nature Intelligence) into science labs.
This teacher's original intent was to use GPS (and mobile GIS) technology in her geology lessons however, due to the versatility of these units, she also began to develop biology and chemistry lab applications, such as tree identification and stream health testing. I believe this is an excellent way to improve student learning because it incorporates new technologies that can be taken into the field to collect data. Students will have the opportunity to report and interpret their findings, which will keep them engaged in the scientific process and encourage life-long learning.
Videos and Their Claims
Identify a claim that makes the most sense to me re. why learning styles don't exist
Claim: Although it is true that different people have different preferences for receiving and retaining information, it is not true that optimal learning requires adherence to learning style theory. The nature of the content is what determines how it is to be presented to students. Incorporating a variety of instruction methods is good to peak interest and solidify concepts, but there is no evidence to support differentiating instruction to accommodate different learning styles.
Identify a claim that makes the most sense to me re. MI theory
Claim: The 'One size fits all' conventional style of teaching does not work for true learning (retention of knowledge outside of school). Individuals have multiple intelligence styles therefore a variety of methods should be used in the classroom to engage all students. A paradigm shift is needed in how we approach the education process to make learning more productive.
Reflection on Learning Styles
As a teacher, I think it is important to know the preferred learning styles of my students because it will help me to engage them individually as well as present concepts is a richer, more balanced format. I do not believe students should be segregated or taught exclusively according to their learning style preferences, as some researchers suggest. Students should not be pigeonholed as we are all capable of learning under almost any style, no matter what our preference is (Clark, 2000).
Knowledge of my students' learning styles complements the approach of a content driven lesson presentation. I would use this approach to teach lessons in multiple ways when possible, for example, including videos, lab work, field work, lectures/readings, and group activities. Teaching a concept using multiple modalities reaches all students and helps to reinforce the ideas being presented. University Professor Howard E. Pashler states, "Some concepts are best taught through hands on work, some are best taught through lectures and some are best taught through group discussions." (as cited in Glenn, 2009)
References:
Clark, D. (2000, May 9). Big dog and little dog's performance juxtaposition. Retrieved from http://nwlink.com/~donclark/hrd/styles.html
Glenn, D. (2009, December 15). Chronicle of higher eduacation. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to-/49497/
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