I have found that it is not only the understanding of different learning styles, but also, the generational differences. I have many different age groups that go through my classes and I find that I am always adapting my teaching style for age more than learning style.
Gary:
Thank you so much for taking the time to write a detailed explanation of how the Legos exercise works. It is highly appreciated.
Regards,
Jose
Hi Jose,
I use the Legos exercise to help my students to learn how to work together on problem solving, social interaction and global or big picture understanding.
I purchased the smallest set of Legos available. This way the students are not overwhelmed with all the pieces. I break the students up into work groups of 3-6 members depending on class size. Then I give the assignment out for the exercise. I have them construct a moving object that will incorporate all of the objects in the packet.(I put each Lego set into a zip lock bag). Five minutes into the exercise I tell them that we are going to race these objects when we are done. This causes all types of redesign efforts because the moving object is greatly different from a racing object. A few minutes later I tell them that we are also going to see how much weight the objects can carry. Again much discussion and redesign effort is done.
The idea behind the exercise is to be flexible, creative and cooperative while coming up with a viable solution to the challenge.
We then have races and a contest to see who built the "cutest" object, the "fastest", the most "functional", etc. You can create as many categories as you want. The groups get to show off their creations and also explain how they work and what the advantages of their object is over the others.
Note: When giving the work groups instructions throughout the exercise you can come up with any changes you want to make. I just listed two for you as an example. I try to read the work groups as to how they are doing and then add qualifications to what they are constructing to keep them a bit off balance and depending on each other for solutions.
Hope you have as much success with this activity as I have had.
Gary
First of all, this is good stuff. Indeed, multiple intelligences are about understanding how myself as a instructor process information as well as understand how my students use their intelligences in perceiving the information I present to them. Through my teaching experience, I begin to notice and learn to take notice that the way students process their learning from each group of student throughout each course, is different. One of the ways of noticing is by the types of questions they ask. By knowing so, this will help me distinguish the best approach to present my answer to them. I’m quite certain that each one of them will follow to one of those 7 intelligence category. It’s really interesting!
K. Boodparset
First of all, this is good stuff. I really enjoyed it. Yes, indeed, multiple intelligences are about understanding how myself as a instructor process information as well as understand how my students use their intelligences in perceiving the information I present to them. Through my teaching experience, I begin to notice and learn to take notice that the way students process their learning from each group of student throughout each course, is different. One of the ways of noticing is by the types of questions they ask. By knowing so, this will help me distinguish the best approach to present my answer to them. I’m quite certain that each one of them will follow to one of those 7 intelligence categories.
K. Boodparset
I hope to incorporate auditory cues into material more effectively. For instance, design history courses could include music and the cadence of speech as well as images and time lines.
I try to hit to topics from all angles, so to speak. But beyond all this, if the instructor has an empathy with the student, he can deliver the content in the way that complements their way of learning. Can empathy be taught? Can awareness be taught?
Thank you, Gary. I look forward to your response. Happy New Year to you and your family!
Hi Jose,
I will be talking with my other team members after the Holiday break and will get you some more information about using the Legos as problem solving devices.
Gary
Hi Jose,
Good to hear about your strategy. I know you are going to really enjoy the results you get with your assessments. You are going to see increased student engagement and interaction.
Gary
Hi Gary:
Where can I get more information on the use of Legos to determine problem solving abilities in the classroom?
Thank you in advance for the information.
Jose
Shirley:
How do you manage to adapt to each individual student’s learning style? Do you have small classes? What do you teach?
Thanks,
Jose
Patricia:
You made an interesting point. It is possible that some cultures prefer some learning styles over others.
For example, I know Americans are more dependent on what is said when communicating with others. Latin Americans, on the other hand, rely less on the spoken word and more on body language an symbols.
I wonder if there is literature regarding this issue. Perhaps Dr. Gary can enlighten us.
Thanks,
J Medina
Hi Ashley:
How do you determine that your students "excel in interpersonal intelligence?" Is it mere observation of their behavior?
Thanks,
J Medina
Gary:
One of the things that I will apply in the classroom is the administration of the learning styles assessment. I will use the results of the test to form learning teams with students from different learning styles. The purpose of having contrasting styles in the same team is to show the students they can complement each other when resolving problems together. Thanks.
J Medina
Hi Debra,
The human brain likes variety so by offering a variety of instructional techniques you are going to as you say "hit the target". Good point and this is a philosophy we need to teach by so we can have the maximum impact on the lives of our students.
Gary
However we learn, being on track with delight-directed themes always wins out -- help each student really discover their joy and they will always succeed. Some visual, some auditory, some tactile -- intermingle the senses, and should hit the target.
I am better aware of not only my own processing methods but that of my students. I am a firm believer of the power of awarness.
Brian A. Thompson
I am a court reporting instructor. I have noticed that people learn in different ways. Some students learn visually, some rely heavily on audio dictation, and others have to write it in order to fully understand it. I cater to all three methods of processing information.
In some cases one student may not be more intelligent than the other, they happen to learn in a different way.
I will often do group assignments, that challenges students to process the information in different ways, which levels the playing field. I especially like the group assignments because it allows students to share their study habits, and tips for success.
When creating a lesson plan for the next day, I am challenged to think outside of the box in order to cater to everyone's style of learning.
Hi Krista,
Thank you for sharing this example of how you were able to analyze your delivery and offer additional ways of acquiring the course content based upon the processing abilities of your students.
Gary
