Eye opener!!!

This article exposed the fact that modeling lesson towards students learning styles might be helpful to some but could coerce some students to put forth little effort to no effort due to the... See More

This article exposed the fact that modeling lesson towards students learning styles might be helpful to some but could coerce some students to put forth little effort to no effort due to the familiarity of it to their matching learning style. Good to know!

This Makes Sense about Learning Modalities

The author of this article states: “If a student is able to, on a moment’s notice, talk about a topic in multiple ways, chances are he or she has gained some level of mastery. In addition, u... See More

The author of this article states: “If a student is able to, on a moment’s notice, talk about a topic in multiple ways, chances are he or she has gained some level of mastery. In addition, using multiple teaching strategies is good for robust cognitive development not only over the course of a school year but also over the course of a lifetime (Willis 2006). When we use a variety of methods in the classroom, we ensure that all students have the opportunity to succeed.” This article describes 11 ways to teach all students. The author lists and the processes he uses to achieve understanding. After reading the article called “The Myth of Catering to Learning Styles” (also in the NSTA library) I felt this author focused on the more essential learning for life not for just tests.

Do we Just Teach for the Test

This article surprised me. In essence the author states “However, research has shown that when students received instruction specifically tailored to their preferred learning style, they per... See More

This article surprised me. In essence the author states “However, research has shown that when students received instruction specifically tailored to their preferred learning style, they performed poorly on tests of the material (Salomon 1984). In fact, a comparison group who received instruction in formats different than their preferred style scored significantly better on the same tests!” The author points out those concrete representations should precede abstractions in the learning process. She also says that new information is always filtered through prior knowledge. These conclusions make sense on paper. But my question is do we only teach so students are successful on tests only or do we teach for lifelong learning?

I don't agree!

This article surprised me. In essence the author states “However, research has shown that when students received instruction specifically tailored to their preferred learning style, they pe... See More

This article surprised me. In essence the author states “However, research has shown that when students received instruction specifically tailored to their preferred learning style, they performed poorly on tests of the material (Salomon 1984). In fact, a comparison group who received instruction in formats different than their preferred style scored significantly better on the same tests!” The author points out those concrete representations should precede abstractions in the learning process. She also says that new information is always filtered through prior knowledge. These conclusions make sense on paper. However, I still can’t understand why modalities don’t help. When I taught chemistry I would have the students behave like molecules in Boyle’s Law. I would make a perimeter of chairs and have the molecules (students) moved only in that area. I would then move the chairs to make a smaller area and then move. They noticed that they were bumping into more chairs. Boyle’s l

I disagree

I am not sure the author has provided enough evidence to support her claim. I believe that allowing students to experience content in as many methods as possible is most helpful.