WR4  Learning Styles:
Assessment and Accommodation

 

Objective -  By the end of the lesson given instructions and Web sites, scholars will:

 

Additional Reference

Howard Gardner's Multiple Intelligence Model

 

Assignment Description

The topic for this assignment deal with how student take in, process, and retrieve information.  A great deal of research has been done in this area, for both adolescents and adult learners.  Interest in this area promotes research down to the costly process of brain-mapping to determine exactly where and how information is processed.  For example, language acquisition in children occurs in the frontal lobe of the brain.  This is where thought processes takes place and is the area of the brain protected by your forehead.  In adults, language acquisition takes place in the parietal lobe.  This portion of the brain on the side and toward the back of your head is responsible for motor function such as the process of hearing, speaking and muscle movement.  Studies by researchers such as Dryer et al. (1999), Languis (1998, Esler (1998), and Smith and Jonides (1997) suggest that children can acquire a second language by passive education but adults need participation emersion to become fluid in a second language.  This phenomenon offers insight into the success or lack thereof by adult learners.

Does the above information hold any significance to you personally?  Draw upon your own experience as a student as you explore this week's assignment.  Consider the degree of success versus the degree of effort behind your educational experience as a child and more recently as an adult.  Compare and contrast what worked for you in K-12 and what works or doesn't work for you now.

Access and read "How Adults Learn" by Marcia L. Conner.  Take the One Picture is Worth a Thousand Words:  Not Necessarily" by Harry Reinert to determine your learning style.  You will need someone to assist you by reading the words on the list to you, but be honest.  Do not preview the list before you do the test.   Also, take the "Multiple Intelligence Test" provided by Alan Chapman.  These are only two of many tests available to evaluate learning styles and multiple intelligences.  I have used the Reinert for about 15 years not and find it to be very informative and effective in my teaching and for my students.

Write a report following the memo format described in the first assignment.  The report will be e-mailed to the class-at-large using the distribution list provided by the instructor.  Reports should include all the following elements.

Drawing upon your experience as both an educator and a student, as a youth and an adult, discuss your own success and workload in traditional "lecture" courses you've taken in the past as well as your students' success in "lecture only" courses you have taught, if any.  Given the information in the two articles do you feel assessing and accommodating learning styles would have altered the outcome in the above courses?  Support your conclusion with specifics.  Reference specific quotes from each article. 

As an educator, do you feel either learning styles or multiple intelligences is more practical than the other?  Could you easily introduce one into your course more easily than the other.  Which on would best benefit your students?  How could you incorporate your preferred approach into your teaching?   Identify the courses you teach and draw on specific examples and topics.  For example, if you teach automotive and prefer the learning styles approach, in what way can your lectures address all four learning styles.  If you prefer the multiple intelligences approach, how could your labs address all eight multiple intelligences.  You may choose to use both strategies if you choose.

Remember, this is an opportunity to continue developing good writing skills as an educator is essential.  Do not summarize the reports, just reference them as you discuss your conclusions.  Be specific but succinct.  Your report should be 1 to 1 1/2 pages only. 

To earn an "A" on the assignment you must participate in the on-line class discussion via e-mail.  Use the distribution list provided by the instructor to send your report to the class-at-large.  Reports are due on the date indicated in the syllabus.  The discussion will take place in the week following the due date before the next assignment is due.  Think of this like a traditional in-class discussion except you are writing your comments and questions instead of speaking them.  You will read more than you will reply.  When you wish to comment or ask a question use the "reply to all" feature of your mail manager to send your message to the class-at-large.  The instructor will participate actively, and her comments will provide examples of what is expected of you.

 

Additional Reference

http://www.businessballs.com/howardgardnermultipleintelligences.htm

 

Grading Criteria

This assignment is worth 10% of your grade. 

Reports meeting the following criteria will receive an "A." 

Participation in the on-line discussion via e-mail 1 point

Extra Credit (1 point)

Use the template provided below to develop a lesson plan for one of your lectures (no lab) in which each of the four learning styles cited above is accommodated.  Be sure to list the component and the specific learning style it will address.  For example, if your lesson plan is on the Declaration of Independence,  how will your lecture address reading, auditory, visual and kinesthetic learners specifically.

Lesson Plan Template

Lesson Plan Example

 

References

ASCD.  (2012).  Multiple intellegences:  An overview.  Pearson Education Inc.  Retrieved January 3, 2012 from  http://www.teachervision.fen.com/teaching-methods/intelligence/2173.html?for_printing=1

Chapman, A.  (2003-2009).  Howard Gardner's multiple intelligence theories model.   Retrieved January 3, 2012 from http://www.businessballs.com/howardgardnermultipleintelligences.htm

Conner, M. L.  (1997-2007).  How Adults Learn.  Business, Culture, and Collaboration.  Retrieved April 15, 2012 from http://marciaconner.com/resources/adult-learning/.

Reinert, H.  (2006).  One picture is worth a thousand words:  Not necessarily.  New Horizons for Learning.  John Hopkins University School of Education.  Retrieved January 3, 2012 from http://education.jhu.edu/newhorizons/strategies/topics/Learning Styles/picture.html

Scribd.  (2012).  Edmonds learning style identification exercise (ELSIE).  Scribd.Inc.  Retrieved January 3, 2012 from http://www.scribd.com/doc/16593456/Edmonds-Learning-Style-Identification-Exercise