Learner differences and
capabilities highlight the need for variation in classroom instruction and
assessment. By reading Barbara and Soloman’s article on Learning
Styles and Strategies, I discovered the reason behind different learning
behaviors exhibited by different learners in the same classroom. Why is it that
some learners get excited when it’s time for classroom activities, others give
maximum attention when a learning aid has been improvised by the teacher; yet
others prefer giving attention without necessarily displaying any levels of excitement?
These differences exist because learners are different. One thing that I noted
as a point of concern, was that everyone is a verbal and visual learner. This explains
why visual aid is a necessity in enhancing comprehension in the classroom.
As days went by I noted
and could not help agreeing with Gardener’s Multiple
Intelligence Theory, in which it shows that every individual is intelligent,
but in different areas. Indeed, multiple intelligence is reflected in our
learners when they are able to comprehend and respond to questions from different
subject areas. One learner may exhibit expertise in linguistic competence,
average knowledge in mathematics; while another learner will exhibit expertise
in musical competence with average knowledge in abstract science.
It was interesting to
carry out a self-assessment basing on the Multiple Intelligence Theory, on this
site. The
site provides percent values in areas of individual competences based on a
self-filled questionnaire online.
Looking at these two
aspects – that is, Learning Styles and Multiple Intelligence Theory – I got
myself thinking about how best they can weave with technology in order to maximize
learning. The theory of multiple intelligence provides a clue for teachers to
use multiple technologies in multiple activities. It also calls for multiple
assessment practices in order to come up with the best unbiased evaluation of
learners’ competences. As teachers, there is great need to select materials
that cater for the development of the multiple intelligences in learners as
well as different learning styles.
As the course comes to
an end, I see the beginning of my transformed pedagogical practices.
Greetings Daniel!
ReplyDeleteI liked how you pointed out the connection between the level of excitement in a classroom and learning styles. Now that I come to think of it it is really the way you described. There is a rise in comprehension and learners' emotions when I manage to find an activity that they like.
Thank you for the link to the test. I took it and found myself belonging to several intelligence types.
And I also now start feeling and teaching in a bit transformed way.
Maria (Russia)