learning styles & multiple intelligences (just some approaches!)

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Learning Styles &Multiple Intelligences (just some approaches!)

Lead LectureY1 Approaches to LearningSemester 2 Week 3Emma Morley

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Un-assessed Group Poster PresentationWeek 5

This will be based around your poster – no PowerPoint

You will present the information as outlined for the poster i.e.Brief biography, with significant highlightsOutline of key theories / ideas Impact on thinking in education Impact on current practice with practical

examplesStrengths / limitations

The Broad Landscape

3A Different View

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West-Burnham & Coates (2005)

Intelligence

The LearningCulture

NeurologicalFactors

The Individual

as a Learner

Health&

Well-being

Family&

Community

SocialRelationships

EffectiveLearning

Some approaches to learning……

Thinking SkillsThinking StylesLearning StylesConstructivismMultiple IntelligencesVAKVisual Task BoardsWALTWILFBrain-based LearningLearning about LearningCreativity

Learning IntentionsSuccess CriteriaKWL BoardsMetacognitionEmotional Literacy‘Look, Pair, Share’FeedbackPeer and self assessment ‘Two Stars & a Wish’ ‘Traffic Lights’/ ‘Thumbs Up’Assessment OF LearningAssessment AS LearningAssessment FOR Learning

A tool kit……. VAK

Multiple Intelligences

Brain based Learning

TASC

Thinking Hats

P4C

High Scope

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Some tools are better than others…..

It will depend on what it is you are trying to achieve Where it is you are starting from Individual jobs may require different tools (one size

does not necessarily fit all!) Some jobs require more than one tool Some people disagree with the choice of certain tools Sometimes you have to try more than one tool There are no guarantees that what you do will work !

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Learning styles – the great debate!

There is agreement that:

People learn in different ways.

People have preferred approaches to learning known as learning styles.

It is helpful to a learner to be aware of his / her preferred learning style.

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On average, we remember …..20% of what we READ30% of what we HEAR40% of what we SEE50% of what we SAY60% of what we DO

90% of what we SEE, HEAR, SAY and DO

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There is a range of current approaches to the issue of learning styles, based on different standpoints re learning.

One popular approach ….

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PERCEPTUAL MODALITY

This refers to the ways our bodies take in information using the senses i.e. biologically based reactions.

VISUAL AUDITORY KINAESTHETIC

= VAK

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What do you focus on when you watch a firework display??

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Do you mainly… See the colours and patterns of the

fireworks? Hear the loud noise? Smell the gunpowder and feel the

excitement / fear?

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Visual Learners …… Learn by seeing Have good visual recall Prefer information presented visually, e.g.

maps, diagrams, graphs, posters, displays Often use hand movements when

describing or recalling events & objects Tend to look up when thinking or recalling

information

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Auditory Learners …… Prefer to learn by listening Have good auditory memory Benefit from discussion, lectures,

interviewing, hearing stories & audio tapes Like sequence, repetition, and summary When recalling memories, tend to tilt their

heads and use level eye movement

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Kinaesthetic Learners …… Prefer to learn by doing Good at recalling events Associate feelings or physical experiences

with memory Enjoy physical activity, field trips,

manipulating objects, Prefer practical first-hand experience Often find it difficult to keep still Need regular breaks in classroom activities Access information while looking down

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There are clues in the language they use:

I see what you mean I get the picture I hear what you are saying It sounds good to me I feel this way Hang in there Get to grips with

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Children with learning difficulties often display great difficulty with particular learning approaches, especially auditory.

Children with behavioural difficulties are predominantly kinaesthetic learners

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‘Health Warnings’ It is beneficial for learners to be aware of

their preferred learning approaches – metacognition

However, it is not helpful to “label” learners and can limit their adaptability and motivation and your expectations.

Given a choice, a learner will adopt the preferred learning style and avoid less favoured approaches.

Good learners can access learning equally well through all 3 modalities.

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If you want to know more:

Explore the literature of NLP (Neuro Linguistic Programming) which is where much of the VAK material originates

But BEWARE! Many researchers / educators feel strongly that this material has little scientific / research basis! See article in reading pack.

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For teachers … Research into learning styles stresses

cognitive diversity A one-size pedagogy / curriculum does not

fit all - good teachers have always known this!

SO… good teachers present learning in all 3 modalities – see video in today’s seminar for an excellent demonstration!

But beware! We tend to teach as we prefer to learn – through our own preferred learning styles.

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“However well matched teaching and learning styles may be, the incorporation of new knowledge in a cognitive pattern, as intended by the teacher, is not guaranteed.”

(Coates in West-Burnham & Coates, 2005 p. 61)

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Information Processing

VAK is not the whole story Once the information is taken in, it is

processed in the brain. Learning occurs when new knowledge

is incorporated into existing knowledge

Information processing by the brain will give significance to some pieces of information & discard others.

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What do we mean by intelligence?

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Theories of Intelligence

Nature – genetic, fixed

Nurture – can be changed Margaret McMillan Sure Start / High Scope

Real answer lies somewhere in between

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Testing Intelligence

IQ tests allow people to be grouped Popular with administrators & policy

makers Used for pupils with SEN 11+ exam

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Limitations Putting numbers on intelligence, particularly for young

children, carries risks Genetic impact not fully known Impact of environment / nutrition still not fully

understood Differences between groups not fully explained IQ seems to be rising – 3 points every 10 years –

reasons not fully understood Important aspects of behaviour e.g. creativity, social

sensitivity, wisdom, are nor measured by IQ tests.(Pound, L (2008) How Children Learn (2) Londin: Step Forward Publishing)

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In school … Which kinds of intelligence do schools

traditionally rely on most heavily?

How can all children be helped to demonstrate and develop their personal strengths?

What are the implications for teaching?

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Intelligent?

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The Theory of Multiple Intelligences

This originates from Howard Gardner’s seminal work Frames of Mind (1983)

Gardner believes each learner has a different profile of intelligences

This will affect the way in which learners approach problems and the ease with which new ideas might be understood, depending on how they are presented

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Gardner (1999) defines intelligence as

… a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.

1999 p.33-34

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Gardner’s multiple intelligences are:

Interpersonal Intra-personal Linguistic Mathematical and Logical Visual and Spatial Kinesthetic Musical Naturalist Spiritual & Moral (Existential)From Howard Gardner’s seminal work Frames of Mind (1983)

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Interpersonal

(social)The

Conversationalist

Negotiates & reads social situations wellRelates well, mixes well, has many friendsAble to read others, negotiates in disputesCommunicates well, sometimes manipulates

Intra-personal (intuitive)The Thinker

Self-knowledge, sensitivity to own values, deeply aware of own feelings, often privateHas a well-developed sense of selfIntuitive, self-motivated

Linguistic The Orator

OrderlyLikes to read & writeSpells easilyEnjoys word games

Mathematical and LogicalThe Engineer

Likes abstract thinkingSystematic, preciseUses logical structureEnjoys problems, computers, counting

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Visual and Spatial The Artist

Thinks in pictures, creates mental images, likes art, easily reads maps, charts & diagramsHas good colour sense

Kinesthetic (bodily)The Acrobat

Exceptional control of body & objectsGood timing, responses, reflexesLearns best by moving, participating, doingLikes sport, responsive to physical environment

Musical The Musician

Sensitive to pitch, rhythm, timbreSensitive to emotional power of musicSensitive to complex organisation of musicMay be deeply spiritual

NaturalistThe David Bellamy

Appreciates & understands the natural worldFascinated by plants & animalsUses knowledge of natural world productively e.g. farming, biological science

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So what does all this mean for teachers & learners?

“Research indicates that the single biggest factor limiting pupil achievement has been teacher beliefs about their pupils’ ability and beliefs.”

(West-Burnham & Coates 2005 p.65)

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Bibliography / suggested further reading:

Conner, M. & Hodgins, W. (2000) Learning Styles, www.learnativity.com/learningstyles.html

Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences

Gardner, H. (2000) Intelligence Reframed: multiple intelligences for the 21st century. New York: Basic Books. New York: Basic Books

Smith, A & Call, N. (1999) The ALPS Approach: Accelerated Learning in Primary Schools. Stafford: Network Educational Press

West-Burnham, J. & Coates, M. (2005) Personalizing Learning: Transforming education for every child. Stafford: Network Educational Press