Teaching Strategies for Different Learning/Thinking Styles and Multiple Intelligences

Learning styles are simply the way a child learns best. Students will often have a dominant learning style and a secondary learning style although in some rare cases, a child will show equal preference for two learning styles. Learning how to work within each individual learning style will allow students to learn and retain more information

Teaching Strategies guided by Learning/Thinking Styles and Multiple Intelligences

1.) Use questions of all types to stimulate various levels of thinking from recalling factual information to drawing implications and making value judgments. 2.) Provide a general overview of material to be learned, i.e. structured overviews, advance organizers, etc., so that students· past experiences will be associated with the new ideas. 3.) Allow sufficient time for information to be processed and then integrate using the right and left side of the brain. 4.) Set clear purpose before any listening, viewing or reading experience.

5.) Warm up before the lesson development by using brainstorming induction, etc. 6.) Use multisensory means for both processing and retrieving information, i.e. Write directions on the board and give them orally. 7.) Use a variety of review and reflection strategies to bring closure to the learning, i.e. writing summaries, creating opinion survey, etc. 8.) Use a descriptive feedback rather than simply praising, i.e. ´the example you·ve provided is an excellent one to point to the concept of«µ

Tips for Teaching Strategies for Sensory Preferred Learners

For Visual Learners
Clean up and take away visual distractions. Write directions down or give them one step at a time, since multiple spoken directions will often confuse them. Whenever possible write things down and demonstrate how to do things. Using color to organize information will help her keep things in order and remember information better.

Auditory Learner
Find him a quiet place to work. He should be encouraged to read and study out loud. Correct spelling of words is most easily taught using the ´say-spell-sayµ method. For example: HOUSE ² H-O-U-S-E ² HOUSE. Whenever possible, encourage spoken answers to questions instead of written answers. Using a tape recorder may help him take more accurate notes and allow more thorough studying.

Tactile/Kinesthetic Learners
Utilize as many activities as possible that allow for movement while learning. As long as a task is being completed, allow for what may seem like excess movement. This may include standing at the desk or table to do homework, fiddling with a pencil, dancing in her seat, etc. Use a clock or timer to help cue them to how long any given task should take to keep them focused. Following an active time, have a ´calm downµ period of time before attempting to move on to another task, and use manipulatives to help teach a concept. A manipulative is anything that a child can touch and move and manipulate no matter how simple or complex.

Tips for Teaching Strategies based on Gardner·s Multiple Intelligences Theory

Of course, assessment should reflect the diversity of intelligences and learning styles in your classroom. For example, students who are good at spatial learning might not display the full range of their knowledge on an essay test. In fact, traditional testing methods are inherently biased in favor of students with strong linguistic and mathematical skills. Advocates of MI theory suggest that teachers supplement their traditional assessment methods with assessment strategies that evaluate student progress in an inclusive, meaningful way.

So, how can you use the theory of multiple intelligences to assess student achievement in your classroom? The MI approach to testing is closely related to authentic assessment. This approach enables students to demonstrate the depth of their understanding, connect their activities to real-life experiences, and apply their knowledge to new situations.

Strategies for Multiple Intelligences
‡Emphasize ongoing assessment and progress. Continue to ask if and how students have improved their skills. ‡Introduce assessment to your students as a regular part of classroom life. Make assessment a part of the learning process, not a stressful, intimidating "event." ‡Try to use instruments, tools, and procedures that embrace some, if not all, of the multiple intelligences. ‡Use a wide range of assessment tools to measure students' skills and abilities. ‡Give lots of feedback!

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