Learning and Teaching Styles Essay

Wk. 2 Learning and T severallying Styles In al approximately every actual well-designed study, Mr. Pashler and his colleagues write in their typography, Learning Styles Concepts and Evidence, the exemplar is similar For a given lesson, one instructional technique turns let on to be optimal for all gatherings of assimilators, even though school-age childs with certain skill styles may not love that technique. (2009) I wanted to start this paper with this quote since it did involve some sort of evidence that teaching in one style unflurried works.Students crapper and do succeed and have featured equal scores as their peers whose larning styles matched the instructors methods of teaching. I do believe however that students may not catch on as fast and lose interest easier when being taught material. This is why I would still use different methods of teaching versus just one. As a visual learner, I understand how difficult it can be to orally receive directions for an assig nment or other activity. I thrive on write directions and reading materials that need to be read or are graphed.I often had to ask the teacher numerous times to repeat the directions because I wasnt sure what I was supposed to do. This put me behind and my grades on occasion suffered as a result. As a past teacher who worked in a school that believed in teaching using the treble in ordinateigences method, I found great joy in seeing my students succeed. As teachers, we were call for to hand in our lesson plans weekly to the principal. Our lesson plans had to involve each of the intelligences. This was my first received job as a teacher and I did not all in all understand why we were required to do this and not use our let personal methods.Looking back, I am so grateful that I learned and saw first hand the consequences of teaching using the six-fold intelligences. I enjoyed seeing my students motivation rise as their typefacecast of learning was focused on for a pull up s takesicular lesson. When I go back to teaching, I leave behind with no doubt in my mind, use this method again. It completely fits with my style of teaching most plausibly because it was my first real experience and works even for those students who have a completely different learning style than I do. In an ESL family unitroom, dividing a lesson into phases (Palmberg) to make sure I use each of the intelligences is grand.I unwaveringly believe that this method works no matter how different a students learning style is from the teacher. In a judge lesson for example, I would explain the topic (i. e. vocabulary words on pabulum decimal points) and give the students an overview of what they allow for need to do and what they are expected to learn. I would read them a story relating to food or going shopping. bordering I would have them write down their own list of items that their families ordinarily buy often for a real-life experience. The next phase is to divide the illu minate into groups and share each others lists.They would also discuss what their ideal list and store layout would be like if they could buy any type of food that they wanted from their ideal grocery store. They would then move on to thinking about a song or songs that is about food. We would lam that song the following day. For the students who feel comfortable, creating their own body expressions describing food would be next and sharing these movements with the rest of the kinsperson. This exercise could be turned into a fun lesson where the rest of the class would have to guess which food item is being emphasized (like charades).We would next come up with a class list of favorite food items. There would to a greater extent than likely be some disagreement so I would divide them up in half asking them to have a debate based on reasonable food limits and favorites to come up with an ideal list. We would do the equal thing for the ideal store layout. For the sake of repetition, each original group would compare with the class their original lists and new reasonable list and layout. I believe this lesson would take a few days but involves most if not all intelligences.Being a visual learner, I can get from the students who are different from me as much as they benefit from me and the lessons I teach them using the different intelligences. For example, as I canvas and improve my weaknesses in some forms of learning, I can benefit from the students who learn better in a completely different instruction (say kinesthetic). They exit get much benefit from the part of the lesson that involves movement and I will get the same benefit seeing how they react and learn to this part of the lesson.To make things fun for the students (and me) those willing could come up with their own demeanor of teaching each other about a certain topic. I would of course give them the general rules and guidelines and they would do the rest. I think each student could benefit from this because they would more than likely use their favorite way of learning to teach a lesson. For those who do not want to do this, they could also benefit from this since it is an exercise that is not ordinarily done and will hold interest longer.I am not a teacher and never have been one who forces students to do something that makes them feel uncomfortable (i. e. standing(a) up and doing a charade). I think that this will do more harm than good. The student may back off and not introduce or be eager to learn for fear that they may be picked on by their peers or even the teacher. I had this experience in middle school and know how it feels. I began to pull myself away from the class and especially the teacher. As a result, I did poorly in the class. For these types of students, a more gentle approach is necessary.The teacher may ask this type of student to write an explanation of what they would do or simply tell the teacher what they would do for an assignment. This is why I am such a believer of the multiple intelligences method. It involves all students and doesnt single out busy ones. Everyone benefits and everyone learns based on their own learning strengths. Another less usual/obvious benefit of this teaching method is related to the impact that the students learning has on their own family and home life.I think that because a student is more eager to learn as a result of the multiple intelligences method, they will carry their positive attitude into their home life and be more compliant towards their family and of course themselves. As we all know, a students home life reflects their attitudes and success in school. References chronicle. com/article/Matching-Teaching-Style-to/49497/ www. sube. com/ /integrating_learning_styles_and_skills_in_e www. tecweb. org/styles/gardner. hypertext mark-up language www. tefl. net/esl-lesson-plans/multiple-intelligences. htm Gardner, Howard. 1993. Multiple intelligences. The theory in practice. New York Basic B ooks.