Diversity in the Classroom
iverse learning profiles in the class roomDiverse Learning Profiles in the Classroom
By Phillip Anton
INTRODUCTION
Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T. 2003)
LEARNING STYLES
While it is unfair to expect teachers to fully grasp the psychological & cognitive complexities that comprise learning, they should have a solid understanding that individual students have different preferences in the way they prefer to receive, perceive, interact and respond to information; known as their preferred “Learning style”.
A widely used model of learning styles is based on Howard Gardner’s multiple intelligence theory, which suggests learners fall into seven distinct categories of learning intelligence. “Visual/Spatial” learners prefer pictures and images; “Aural” learners prefer sound and music; “Verbal/Linguistic” learners prefer words in writing and speech; “Physical/Kinesthetic” learners prefer the use of touch, movement & action, and “Logical” learners prefer reasoning and sequence. Aligned with these learning styles is also a preference by students toward “Social/Interpersonal” learning, in groups or “Solitary/Intrapersonal” learning where the student prefers to learn alone. (Howard Gardner, multiple intelligences and education. 2007)
Most students have a preferred learning style, but are not solely dependent on one style. They can adapt to other styles and use them in
By Phillip Anton
INTRODUCTION
Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T. 2003)
LEARNING STYLES
While it is unfair to expect teachers to fully grasp the psychological & cognitive complexities that comprise learning, they should have a solid understanding that individual students have different preferences in the way they prefer to receive, perceive, interact and respond to information; known as their preferred “Learning style”.
A widely used model of learning styles is based on Howard Gardner’s multiple intelligence theory, which suggests learners fall into seven distinct categories of learning intelligence. “Visual/Spatial” learners prefer pictures and images; “Aural” learners prefer sound and music; “Verbal/Linguistic” learners prefer words in writing and speech; “Physical/Kinesthetic” learners prefer the use of touch, movement & action, and “Logical” learners prefer reasoning and sequence. Aligned with these learning styles is also a preference by students toward “Social/Interpersonal” learning, in groups or “Solitary/Intrapersonal” learning where the student prefers to learn alone. (Howard Gardner, multiple intelligences and education. 2007)
Most students have a preferred learning style, but are not solely dependent on one style. They can adapt to other styles and use them in
References: Cook, P. F. (1998). Teacher Reflection in learner-centred education. Journal for Education Reform in Namibia, v.8, 8p. Discover your Learning Styles - Graphically! (2013.) (n.p.) Available Internet http://learning-styles-online.com/ Glenn, D Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements (2011), Directorate Inclusive Education, Department of Basic Education, preoria South Africa. 52p. Howard Gardner, multiple intelligences and education (2007) Regis University Available Internet http:// academic.regis.edu/ed205/gardner.pdf Rayner, S (2007). A Teaching elixir, learning chimera or just fool’s gold? Do learning styles matter? Support for Learning, 22(1), 24-30. Teachers and their influence (2010) (n.p.) Covenant Christian School Sydney Available Internet http://www.whychristianschools.com.au/wcs/teachers-influence.html The Role of the Christian Teacher (2013) (n.p.) Transforming Lives Walker, S. (2010) (n.p.), Lifelong Learning and the Plastic Brain, Scientific Learning Internet http://www.scilearn.com/blog/lifelong-learning-brain-plasticity.php