Each year teachers are faced with the daunting task of teaching
to a classroom of 20-30 individual students, each with their own
learning styles, interests, and abilities. Providing optimal
learning for such a diverse group can seem overwhelming. But,
there is a straightforward arrival that can be used which will enable
all students to succeed, and that arrival is plainly using
variety and choice. Not only does this arrival address the
multiple studying styles of students, but it also aides in making
them independent learners.
While the classroom still needs to have structure (routines,
rules, procedures), providing range within that structured
environment can aide in providing optimal studying for all
students. Using a range of instructional approaches such as
lectures, PowerPoint presentations, inquiry-based instruction,
hands-on experiments, project/problem-based learning, or
computer aided instruction, not only addresses the discrete
learning styles of the students in the classroom, but it can help
learners become more flexible in their learning. Most learners
do have a preferred studying style, any way this does not mean
they are strictly dependent on that style to learn. They are
also comfortable with and able to learn from any other styles
as well. Exposing students to a wide range of studying styles
will enable them to become more flexible learners.
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It is also beneficial to vary the input devices used and the
resources made ready in the classroom. Children have a wide
variety of preferred studying devices, therefore development as many
available as possible provides for this diversity. For example,
when presenting information use audio (songs, speeches,
interviews, etc.), video, books, posters, hands-on
manipulatives, food, and smells. Technology has made available
a wide range of resources, such as PowerPoint presentations,
live video feeds, chats, and communication. PowerPoint
presentations are a great way to gift information using a
mixture of audio, video, animations (movement), and text. These
presentations can also be made ready to the students via the
computer for them to characterize at their own pace. The internet/
computers also offer interactive studying activities that merge
movement, visuals, and sounds, such as virtual science
experiments. These allow students to conduct experiments
never before belief possible due to danger or lack of equipment.
Virtual experiments can be found at http://www.explorelearning.com .
Pre-exposure to material also aides in learning. The more
familiar students are with a field the easier it is for new
learning to occur. Therefore, providing students with a
variety of pre-exposure materials can best prepare them for
new studying units. For example, monthly calendars that list
the upcoming themes, a classroom website with links to discrete
websites linked to upcoming themes, books, magazines, maps,
posters, computer software, and manipulatives can be provided
for students to browse at their leisure. Providing a range of
materials takes into notice the studying preferences of
all students.
Novelty can be used to gain and keep students' attention.
People ordinarily only pay attentiveness to things that are of value or
things that are personally meaningful. Therefore, relating
learning to your students' real life experiences or interests
can catch and keep their attention. "Shock" them with an unusual
noise, experiment, video, song, etc. You can also gift them
with a qoute or scheme that relates to their real world in
order to gain their attentiveness and interest at the starting of
a unit. Issues such as environmental problems, problems with
long lines in the cafeteria, designing the perfect playground,
planning a field trip within the budget, local traffic issues,
etc. Can all be considered. development studying meaningful,
relevant, and moving to your students not only gains their
initial attention, but keeps it throughout the lesson.
When planning your lessons it is beneficial to try to contain as
many of the senses and/or Gardner's many intelligences
(verbal-linguistic, logical-mathematical, kinesthetic, visual-
spatial, musical, interpersonal, intrapersonal, and naturalist)
as possible. You can do this by using a range of activities
in your plans such as songs, games, experiments, field trips,
real world experiences, interviews, guest speakers, physical
movement/exercise, small group activities, individual activities,
partner activities, cooking/food/snacks, hands-on experiences,
etc. Providing a range of activities will enable students of
all quality levels to succeed.
Not only do students have diverse studying styles but varying
bio-cognitive cycles as well. Some students learn best in the
morning, some in the afternoon. Therefore, having a flexible
classroom schedule can provide for these differences. Also,
varying the times and types of assessments can give all students
a fair opportunity of showing their true abilities.
When applicable, it is beneficial to give students selection in
activities and assessments. This provides students
opportunities to showcase their individual talents and can aide
in classroom supervision as well. If students are constantly
dictated to and not given a voice or selection they can grow
resentful and "act out". provide a range of classroom
activities for students to choose from while structured and
unstructured times, give them any projects such as posters,
PowerPoint presentations, reports, interviews, videos, brochures,
etc. To choose from when assessing their knowledge. Giving
students selection provides them with a sense of empowerment over
their studying and can aide them in choosing what studying styles
and assessments work best for them, thus helping them become
more responsible for their own learning.
It would be a pretty boring world if all learners were the same.
Diversity makes the classroom more moving and exciting.
Teachers should honor and respect the uniqueness of each
student by contribution range and selection in their classrooms. Not
only will this address the diverse needs of the students, but it
will also help them to become independent learners as well.
After all, is that not the goal of education?
Chapter 32. Classic Literature VideoBook with synchronized text, interactive transcript, and closed captions in multiple languages. Audio courtesy of Librivox. Read by Ruth Golding. Playlist for Wuthering Heights by Emily Brontë: www.youtube.com
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