Incorporating Various Learning Styles

H2 – Honor student access to content material.

The “Multiple Intelligence” concept draws a direct connection to the H2 learning standard “honor student access to content material”. While it may not have much to do with physical resources and access in the form of classroom time, access to content material and learning styles go hand in hand.

Owen Edwards discusses seven different intelligences ranging from Visual-Spatial to musical to linguistic and how each student is able to learn through all of the intelligences but often, one type comes more naturally (2009). From this information, an educator could take a “one size fits all” method of instruction and accept that some students will learn at a faster pace and others might struggle immensely. Similarly, the teacher could plan for a few of the intelligences; maybe those that are more common in their specific classroom and cater to a wider range of students. Allowing children to learn in a way that is most comfortable will produce students with a passion for learning and a built up confidence as they witness their success in school.

The Birmingham Grid for Learning is a valuable tool for both students and educators to explore in order to figure out what their personal learning style is. Teachers may not have time to explore each student’s unique style balance, but providing the survey and grid to students early in the school year will allow for self-reflection by both the students and teacher. As a math educator, I would like to take the time to explore my student’s learning styles and show them my own learning style. This allows students to relate to me and allows me to survey what the best approach to teaching will be for each class. To the left is the Birmingham Grid for Learning with my own learning style results that I would have my students complete.

Incorporating all learning styles in a math classroom will prove to be challenging but highly possible and will benefit each child who will be able to relate and learn the material via their own strengths. Lectures and providing notes for students to see will appease visual-spatial learners, hands on geometry projects will favor kinesthetic learners and having students work together and explore and explain concepts in groups targets those who favor linguistic learning. I found it interesting that as humans, we all learn by incorporating each intelligence and just as Edwards noted in his interview with Howard Gardner, we do favor one or two processes over the others (2009).

Birmingham Grid for Learning – Multiple Intelligences (Secondary). (n.d.). Retrieved February 23, 2015, from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Edwards, O. (2009). An Interview with Howard Gardner, Father of Multiple Intelligence. Retrieved February 23, 2015, from https://mountainlightschool.files.wordpress.com/2010/05/sis-session-7-reading-gardner.pdf

Concept Attainment Model and Memorization

P2. Practice differentiated instruction.

Bruner’s article “Some Elements of Discovery” corresponds with Joyce et al.’s discussion about concept attainment. Both present an alternate approach to presenting a topic, giving teachers a plethora of tools for differentiated instruction. This methodology also gives students the power to discover and lead their own education. Joyce et al.’s Conception Attainment Model provides an exploratory plan for discovering various topics. Joyce et al. also discusses tools for memorization for knowledge retention. While the two methods seem different, they both aim for higher thinking from students.

The Concept Attainment Model and Memorization, if used effectively, can both foster more complex thinking from the student. The Concept Attainment Model uses problem solving to discover new topics using a “think outside the box” approach where students will see examples of a concept and explore, question and infer what the all of the examples have in common. From here, the teacher will help the students correctly define the concept. This approach supports students in thinking on their own and making their own educational discoveries. Such is the case with discovering math concepts such as area or perimeter of different shapes. Memorization differs from the Concept Attainment Model in that it deals with storing ideas or things in our brain for an extended period of time. While rote learning helps in memorization through repetition, there are other, more mentally stimulating ways to memorize things. Using linking ideas and words to draw connections from new ideas to the student’s previously known knowledge. By establishing these relationships, students create associations with new information, which then helps them recall that information at a later time. Multiplication can be learned in both rote and conceptual ways. Repetition of times tables will work but using the concept of addition to show how multiplication makes adding easier, may stick with students longer and help them understand the concept better.

Both methods are useful for students to expand their thinking skills and analyze various situations. The Concept Attainment Model (Figure 1) works better with discovering an idea or topic while Memorization (Figure 2) and all of its methods help with specific knowledge learning and retention.

Figure 1                                                          Figure 2

      

Joyce, B., Weil, M., Calhoun, E. (2004). Models of Teaching. New Jersey: Pearson.

Bruner, J. S. (1966). Some elements of discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery. Retrieved from:https://mountainlightschool.files.wordpress.com/2010/05/sis-session-3-reading-bruner.pdf

Charlotte Mason’s Model vs WA State EALRs

H5- Honor student potential for roles in the greater society.

While reading through Macauley’s paper on Charlotte Mason’s model and educational philosophy, the ideas presented appeared to be applicable to all educational subjects. Similarly, the state of Washington has four foundational learning goals to accompany its  education standards, which also cover all areas of instruction. The parallels between the two demonstrate that Mason’s model supports the state’s current learning requirements (EALRs) and fostering these learning goals will create more efficient and competent members of society.

Mason mentions that “helping kids become critical, creative, curious thinkers” is highly important when it comes to child education and teaching solely for high test scores is a waste of time (Macauley, 2004). This corresponds with the Washington state learning goal, which states that students should be able to “think analytically, logically, and creatively” (OSPI EALRs). While the clear similarity is to allow students to think freely and creatively, it is also important that students can analyze and criticize what they are learning as this is a critical skill to possess later in life. In math for example, creative thinking would take the form of exploring different shapes and having the students, on their own, discover patterns between formulas for each shape’s properties. From here, students can extrapolate their findings into broader concepts. This type of activity allows students to think freely and analytically with teacher assistance rather than the teacher dumping the information in lecture form. When students are allowed to uncover information on their own, they are more inspired to keep learning and investigating new topics and information (Macauley, 2004). Students will develop a sense of ownership over their education and when ownership is present, learning becomes more personal and valuable to students. Fostering independent thinking will improve a student’s confidence and encourage them to keep thinking in this manner. This kind of instruction will challenge students to think in ways they are not used to in order to stretch their capabilities and prepare them for future problem solving endeavors.

Overall, Macauley’s take on Mason’s model clearly supports Washington’s goals regarding how to educate students. Creating a sense of freedom and responsibility for one’s education can inspire students to love learning. Rather than feeding information to students, allowing for self-discovery and creativity will provide a more comprehensive and effective education.

Macauley, S. (2004). When Children Love to Learn: A Practical Application of Charlotte Mason’s Philosophy for Today.

Washington State K-12 Learning Standards. (n.d.). Retrieved January 11, 2015, from https://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx

Characteristics of an Effective Educator

In the field of education, teachers come in all different varieties. They teach various subjects and utilize different teaching styles, which creates a well-rounded and wholesome educational experience for students. With these differences though, come many similarities that students often do not see first hand. At the very core, passion and patience are qualities that contribute to the success of a role model and educator.

Without a passion for education, sharing knowledge with students becomes a dismal task. Just as students should enjoy learning, teachers should enjoy educating. Often times it is because of a certain moment that the educator has experienced that draws them to the field. Once this emotion takes hold of an educator, they become more effective. Lessons become more fun and students become more engaged.

In addition to a passionate teacher, students benefit from patient educators when working through difficult situations. Teachers who become frustrated lead to their students doing so as well. This fosters a hostile environment that turns students off to learning due to a fear of failing or disappointing their teacher. Once this attitude shift occurs, it can be difficult to reel a student back in to a positive outlook on education. A patient teacher can avoid this disposition change by providing a nurturing educational environment in which the student is set up for success.

Keeping students interested in learning and providing a safe and encouraging environment through passion and patience will lead to effective educating and therefore successful students.