To create a diverse classroom enviroment, which covers the four basic learning styles.
The reason for this is there is a diverse student body with different preferences for styles of learning.
It is important to include learning styles to each of the students in class so each student can get the maximal amount of information from the class and achieve/ understand the information that is being taught in each class.
Hi Tom - Good question! Unfortunately, I really don't think there is a concrete ANSWER. we all have secondary styles that we are also somewhat comfotable and we can learn to adapt to any of the other styles although they will not be our "preferred" style. Best wishes for continued success in your teaching career. Susan
Just as students may or may not have differing levels and customs in language they also process information differ3ently. I hadd one student that spoke very little english, but was a strong Tactile/visual lerner, he did very well when involved in "Project" type activities. He ended upp doing OK for the quarter, as he developed his english skills.
I do not think if the course was not taught utilizing over half projects, he would have passed the class.
My question is this, what are the percentages of students "Latent" styles?
Hi Gary - Thanks for your post to the forum. Yes, ultimately we need our students to be successful. If we do not, WE are not successful! Using as many learning strategies as possible will bring that success. Best wishes- Susan
My job is to provide the tools for each student to have an opportunity to gain new skills and succeed both in the learning environment and as a professional in their chosen avocation. Since each student brings unique talents and experiences to the classroom, a variety of approaches will enable more students to participate in the learning environment and increase the likelihood they will be successful.
HI Shannon- You run a very active classroom - your students must love it! I hadn't heard of the PPT voiceover option - sounds really terrific. Susan
You want to be sure all the students are able to soak up the material. If you use just one approach, you are making it easier for some students to learn and more challenging to others.
We all learn differently. In my classes I try to incorporate all the different ways students can soak up the material. I use powerpoint and talk at the same time. Yet I also have lots of maps, diagrams, and images to help illustrate my points. Then we often have active learning techniques such as group work, I'll ask an open ended question to the class that has many possible outcomes, etc.
For my online classes, its a bit harder to incorporate the auditory style, but I try to use videos that illustrate my points or a CD that the book provides talks through important processes with the students. I've just learned that powerpoint has a voiceover option, that I am excited to learn more about.
HI Amy - That's an interesting question. I think we all have students who will swear they have nver seen the syllabus! Doing a powerpoint on the syllabus while you discuss it would do the auditory and visual but the kinesthetic - hmmm? How about asking those learners for their own ideas about incorporating hands-on activities? Best wishes- Susan
Hi Mary - Thanks for your post to the forum. You are certainly have designed your delivery to meet the needs of diverse learning styles. Best wishes for continued success in your teaching career. Susan
By adapting the material delivery to the learning styles fo your students you allow them to use their strengths to learn new information.
I use a combination of lecture, slides, handouts, reading assignements and hands on lab activities. My grading is set up that no one particular type of assignment will set up a student for failure.
To insure success for each student in the course it important to get to know each learning style.
So that the students can learn the material and hopefully retain it for use later in their career, either academically or in the work force.
Susan,
Any input on getting students to comprehend what the syllabus is telling them? We seem to spend a lot of time answering questions that could be answered by reading the syllabus. Currently, we just review verbally it at the beginning of the term. They have a copy of the syllabus with them at all times. If we try to incorporate the learning styles with going over the syllabus, do you think we would answer less questions in the long run? Any ideas on how to incorporate the learning styles into review of the syllabus?
Hi Amy - Thanks for your post to the forum! Students do seem to enjoy demoing to show what they know. It seems much less intimidating than speaking alone. Best wishes- Susan
I think its great when students have to demo activities. This way I can assess where they are in the learning process. It is a great way to present the info in a different way as well. I always try to get group discussions going, have students come up with their own ideas etc.
In addition to presenting information in a variety of formats, I also integrate various diverse assessments: objective multiple choice, true/false questions, short answer, short essay, projects, volunteers for in-class demos, etc.
