РефератыИностранный языкLeLearning Styles Essay Research Paper Throughout our

Learning Styles Essay Research Paper Throughout our

Learning Styles Essay, Research Paper


Throughout our lives, we are faced with many different learning experiences.


Some of these experiences have made a better impact than others. We can


attribute this to our learning style. A person?s learning style is the method


through which they gain information about their environment. Research is going


on all over the world to help explain learning styles. As teachers, it is our


responsibility to learn about these different learning styles so that we can


appeal to every type of learner in our classrooms. Howard Gardner has elaborated


on the concept of learning style through what he calls ?multiple


intelligence?s? (Gardner 3). Understanding these intelligence?s will help


us to design our classrooms and curriculum in a way that will appeal to all of


our students. We may even be able to curb negative behavior by reaching students


in a different way. If we implement activities that call upon the use of all


these ?intelligence?s? (Gardner 2) we will get the best out of all of our


students (Santrock 311). Their grades will improve and they will retain more


information for a longer period of time. Learning styles can also help us to


determine possible career paths so that we can help to steer children in the


right direction. Discovering our own learning styles can potentially maximize


our own information processing and teaching techniques. Howard Gardner is a


professor at Harvard who has studied the idea of intelligence in a way that


links research and personal experience (Traub 1). He began speaking about


?multiple intelligence?s? in 1983. Since then, he has won a MacArthur


?genius? grant, he has written books which have been translated into twenty


languages, and he gives about seventy-five speeches a year (Truab 1). His ideas


have been backed and popularized by many groups seeking to reform the current


educational system. The idea is that we know a child who scores well on tests is


smart, but that doesn?t mean a child who does not score well is not getting


the information or is incapable of getting it (Traub1). Gardner?s goal is to


turn what we normally think of as intelligence into a mere aspect of a much


wider range of aptitudes (Traub 1). Most of us believe that doing well in school


requires a certain amount of intelligence. School work usually focuses on only


two avenues of intelligence. Traditional teaching focuses on verbal and


mathematical skills. A person who is weak in both of these will probably do


poorly in school. Gardner suggests that their is eight different aptitudes or


?intelligence?s? (Gardner 3). Each individual has the ?eight


intelligence?s? in various amounts. Our strengths and weaknesses in the


?intelligence?s? influence how we learn (Gardner 5). They may even affect


how successful we are in life. ?Verbal- linguistic? is the first of


Gardner?s proposed ?intelligence?s? (Gardner). A linguistic learner


thinks in words. This person uses language to express and understand meaning


(Gardner 24) Linguistic learners are sensitive to the meaning of words, their


order, and their inflection (Gardner 24) This type of person uses writing to


express themselves, often through poetry, stories, and letters. ?Verbal


linguistic? (Gardner 24) learners are usually very skilled readers. Speaking


is another strength that they possess. Oral communication is used often for


persuasion and memorization (Gardner 133). They are often eloquent speakers and


have wonderfully developed auditory skills. This type of intelligence tends to


pick up foreign languages with ease. Identifying a ?verbal linguistic?


(Gardner 24) learner in your classroom is not difficult. Because of their


talents at expressing themselves their class work will stand out. They tend to


do well at expressing themselves through writing. The will often speak their


mind and can easily explain an event that happened through words, both speaking


and writing. Planning lessons that appeal to the ?verbal linguistic?


(Gardner 24) learner is very easy. The traditional curriculum appeals best to


this kind of learner. They are very good at reading and writing which is already


the main method of teaching in most classrooms. Some activities that appeal to


this kind of learner are storytelling, writing essays, joking, debating, story


problems, and crossword searches. These activities will allow the student to use


words to learn material and express what they have learned through words. The


?visual spatial intelligence? has the ability to think in pictures (Gardner


65). They perceive the visual world accurately and are able to think in three


dimensional terms. According to Gardner visual learners can easily recreate


something that they have seen (Gardner 67). Art is usually a strong area for a


student who learns this way. Constructing things is another activity that come


easily to this type of learner. They have a knack for turning ideas into


concrete examples (Gardner 67). An example of this type of student is some one


who can bring an architectural design from their minds to paper and then into a


model. A person strong in this type of ?intelligence? (Gardner 133) has a


keen awareness between space and objects. The student who learns best visually


will most often sit near the front of the class. They need to see the


teacher?s body language and facial expressions to fully understand the content


of a lesson. This type of learner learns best from visual display. Diagrams,


illustrated text books, videos, flipcharts, and handouts are crucial to the


learning of this type of ?intelligence? (Gardner 24) . Activities that this


type of learner will excel at include: creating collages and posters,


storyboarding, painting, and photographing. People who are strong in the


?visual spatial?(Gardner 17) type of intelligence are indispensable when it


comes to professions. We rely on them to be aware of the big picture with the


knowledge that each element relies on another. They seem to have an instinctual


awareness of what is going on around them and are wonderful navigators,


mechanics, engineers, architects, interior designers, and inventors. ?Body


kinesthetic? (Gardner 88) learners have the ability to control body movements


and handle objects skillfully (Gardner 88). These learners express themselves


through movement. They have a good sense of balance and hand eye coordination.


Interacting with the space around them is the way that the ?body


kinesthetic?(Gardner 144) learner processes information. This learning style


involves a sense of timing and coordination. Michael Jordan, for example would


most likely have a well developed ?body kinesthetic intelligence? (Gardner


144). His ability to move quickly across a basketball court, while dribbling a


ball, with a roaring crowd, while processing the whereabouts of five opponents


and four teammates shows that there is a specific intelligence in his movement


and perception of the basketball court?s layout (Santrock 292). The ?body


kinesthetic? (Gardner 2) learner can often be a handful in the classroom. As a


student it may be difficult for this person to sit still. This learner will do


best if they are able to work while moving around or standing. This type of


learner will do well with activities that involve acting out skits, directing


movement, and playing charades. They will often excel in physical education and


delight at becoming involved with sports. ?Logical mathematical


intelligence?(Gardner 6) is another intelligence that is already heavily


implemented in our current school system. It involves the ability to use


numbers, logic, and reason . These learners think conceptually, in logic and


number patterns (Gardner 112). They are often able to perform complex


mathematical problems. This type of intelligence involves deductive and


inductive reasoning skills, as well as critical and creative problem solving


(Gardner 122). Children who use logic and mathematics as a primary way of


learning tend to be obvious in the classroom. This child will ask a lot of


questions and enjoys doing experiments. They will often excel in mathematics and


science. Finding ways to help this person succeed in language arts and social


studies can often be a challenge. This person will do well if we help them to


focus on categorizing information. Grouping concepts together and then finding a


relationship between them will help this type of intelligence to understand


concepts not related to math or science. Helping a child master these techniques


will no doubt help them tackle issues in their everyday life. ?Musical


Rhythmic? (Gardner 121) learners have the ability to produce and appreciate


music. These musically inclined learners think in rhythms, sounds, and patterns.


They immediately respond to music either appreciating or criticizing what they


hear. Many of these learners are extremely sensitive to environmental sounds


such as; crickets, dripping, bells, and trains (Santrock 345). They are also


very sensitive to patterns and pitch in sound. ?Musical rhythmic? (Garnder


121) learners are able to recognize, create, and recreate sound using their


voice or instruments (Gardner 125). An understanding of the connection between


music and emotions is prevalent in these types of learners (Gardner 125).


Identifying a person who is a musical learner can be tricky. They often play an


instrument and are involved in some kind of extracurricular activity involving


music. This type of learner will recreate a sound by tapping on their desk or


humming the tune. Accommodating this type of leaner in the classroom can be


challenging for teachers. This person will benefit from being able to bring


music in to their lessons. Their homework may include writing songs about


periods of history and literary events. Musical learners may need to create


songs in order to memorize operations and sequences. They should be encouraged


to make up songs to help them memorize things like

planets and mathematical


formulas. Gardner is especially interested in the ?musical intelligence? (Santrock


354). Gardner himself had been a serious pianist and a composition student (Traub


2). His interests in the ?musical intelligence? (Gardner 121) particularly


focused on childhood (Santrock 354). Preschool children have the ability to


learn musical patterns easily, and they rarely forget them. (Gardner 77). He


points out that many adults can still remember tunes from when they were very


young. (Gardner 78). ?Intrapersonal intelligence? (Gardner 129) are learners


who are very introverted. They are aware of their own strengths and weaknesses.


These types of learners use self knowledge to guide decision making (Gardner


129). They have the ability to monitor one?s self in interpersonal


relationships and act with ?personal efficacy? (Gardner 128). They are aware


of their feelings and are able to regulate their moods and emotional responses.


(Gardner 110). I believe that I have a strong ?intrapersonal intelligence?


(Gardner 129). I have always been a very quiet person, but only on the outside.


There is a whole lot of things going on inside my head. I plan my actions ahead


of time, then act them out the way that I had planned. Being intrapersonal, I


have always been very selfish in a way. When I think of an struggle or issue I


always decide what I would do, rather than put myself in someone else?s shoes.


Having discovered this side of me I try to be more conscious of it and not let


it rule my personality. A student who is an ?intrapersonal learner? in the


classroom will often keep to themselves. (Gardner). They will enjoy thinking and


meditating on ideas. These types of people are planners. Activities that will


stimulate this type of intelligence include journal writing, fiction writing,


and self assessments. They are very comfortable with their own feelings on


subjects and think things out very thoroughly. ?Interpersonal or social


intelligence? (Gardner 138) identifies themselves through their relationship


with other people (Gardner 138). These people see things from other people?s


point of view in order to understand how they think and feel (Santrock 293).


They often have the ability to sense feelings, intentions, and motivations.


Organization is a key strength, although they sometimes resort to manipulation


in order to make things run smoothly. This type of ?intelligence? (Gardner


139) is a born group leader and encourages cooperation. Their strengths lie in


both verbal and non-verbal language to open communication channels with people.


(Gardner 139). This type of person is often a great listener and practices


empathy for other people. The ?interpersonal learners? (Gardner 140) are the


leaders of the classroom. Problem solving is an attribute that will come in


handy when communicating with your classroom. These learners are able to


understand your role as the teacher as well as the plights of the students. They


will do best working in groups or with partners. Activities such as reporting,


interviewing, teaching, and choreographing are things that the interpersonal


learner will excel in. The ?interpersonal? (Gardner 140) person will do best


with careers that involve working with people. They are easily able to empathize


with situations and find the best solutions to problems. They are also


manipulators who can persuade people in a different ways. Their skills in


communicating and understanding needs and motivation of people help them to


become wonderful teachers, counselors, salespeople, politicians, and


businessmen. The ?naturalist? (Gardner 150) is the eighth and newest


declared learning style. The ?naturalist? (Gardner 150) has an understanding


of the natural world. This person?s interest and understanding lies in plants,


animals, and scientific studies (Gardner 155). They are able to recognize and


classify individuals, species, and ecological relationships (Gardner 155).


Interacting with living creatures comes easily to the naturalist. Gardner says


that these types of learners have a certain skill for understanding animal


behavior, their needs, and characteristics. The ?naturalist intelligence?


(Gardner 156) will tend to have a green thumb and are able to grow plants with


ease. In the classroom the ?naturalist learner? (Gardner 156) will often be


an observer. They will enjoy field trips to places like the zoo and to farms.


They will often have collections of insects and rocks which they could share


with the class. They will benefit from activities such as collecting leaves,


growing plants, doing experiments, and participating in field studies. Cooking


and home economic related activities can also be a strength for the


?naturalist? (Gardner 156). One of the first interventions that can be used


by the classroom teacher to accommodate individual learning style of students is


changes in the classroom design. Many classrooms are formal in design with all


students facing front…in rows…in desks. For the students whose preference is


informal this often is a hindrance to learning. Offering optional seating in


groups, pairs, and on couches can accommodate individual learning preferences


and increase student success. Gardner believes that each of the intelligence?s


can be destroyed by brain damage. According to Traub?s article, Gardner


studied brain damaged patients at Boston?s Veterans Administration Hospital


(Traub2). He found that patients who had profound damage to a main intellectual


function, leaving them barely able to speak, could still recognize a metaphor or


even tell a joke (Traub 2). I recently saw a news segment on the actor Dudley


Moore who has a disease that is deteriorating his brain. He reported that he can


no longer play the piano: ?I can not bring the sounds from my head out through


the piano? (ABC News). This is perhaps an example of how brain damage or


neurological diseases can affect intelligence. Each of the intelligence?s


involve unique cognitive skills and shows up in exaggerated fashion in both the


gifted and idiot savants (Gardner 168). Studies are being done concerning autism


and learning styles. It appears that people with autism are more likely to rely


on only one style of learning. Having worked with autistic children, I am able


to say that each autistic child has his or her own way of interacting with the


world. This can easily be translated into their primary learning style and can


be very helpful for those who work with autistic children. By observing the


autistic person, one may be able to determine his or her primary learning style.


For example , if an autistic child enjoys looking at books, watching television,


and tends to look carefully at people and objects, then he or she may be a


visual learner (Santrock 433). Once a person?s learning style is determined,


then relying on this modality to teach can greatly increase the likelihood that


the person will learn and possibly communicate. Some people have problems with


Gardner?s theories about intelligence (Traub 3). Many say that there is no


concrete research behind Gardner?s ideas (Traub 5). The problem may lie in the


term ?intelligence? (Traub 3). Intelligence is not often viewed as a


concept, but as a measurement, a term of value. (Traub 3). Gardner says that his


use of the word ?intelligence? (Traub 3) is intentional. He chose to


challenge the traditional view of the concept of intelligence. There are many


different avenues available to help people discover their own learning style and


assess their intelligence. Mainly there are questionnaires to help assess the


way that people process information. Looking through a few of the assessment


which can be found easily online, I found that they are pretty standard. They


call for you to check statements that you find are true about yourself. These


statements are then put into their appropriate ?intelligence? (Traub 3)


category. The category with the most true statements is ranked as your strongest


intelligence. Each of the other intelligence?s are put in order accordingly.


As teachers, we can quickly assess our students at the beginning of the school


year by performing a similar inventory. We can take the statements and re word


them so that they appeal to a younger audience. We can also assign activities


and let our children choose how they are going to present them. A fun activity


that is often used is ?What I did over summer vacation?. The children are


asked to present what they did over summer vacation. They are able to present


this any way they like and are given suggestions such as ?Write a song about


your summer vacation? for the musical learner; ?perform a skit about your


Summer vacation? for the ?body kinesthetic? (Gardner 12) learner; and


?tell us what you learned about yourself over your Summer vacation? for the


intrapersonal learner. Getting to know the learning styles of the children in


your classroom at the beginning of the year will help you to plan your


curriculum effectively for the rest of the year. Knowing about learning styles


and multiple intelligence is helpful for everyone, especially for people with


learning disabilities and attention deficit disorder. Although there is not


concrete research to back up Gardner?s theories; we know that using learning


styles in the classrooms is working. Knowing your own learning style and the


learning styles of your students will help to develop coping strategies,


compensate for weaknesses, and capitalize strengths. It is every teacher?s


duty to make the learning process a pleasurable one for all students; becoming


familiar with the different learning styles will help us to do just that.


Gardner, Howard. Frames of Mind. New York: Basic Books, 1988 Santrock, John.


Child Development. McGraw-Hill, 1998 Special Report on Dudley Moore. Channel


Seven News, ABC Network. Nov. 1999 Traub, James. ?Multiple Intelligence


Disorder?. The New Republic (1998). 5 pgs. 24 November 1999

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