Learning Styles
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Learning Styles
Throughout our lives, we are faced with many different learning experiences.
Some of these experiences have made a better impact than others. We can
attribute this to our learning style. A person’s learning style is the method
through which they gain information about their environment. Research is going
on all over the world to help explain learning styles. As teachers, it is our
responsibility to learn about these different learning styles so that we can
appeal to every type of learner in our classrooms. Howard Gardner has elaborated
on the concept of learning style through what he calls “multiple
intelligence’s” (Gardner 3). Understanding these intelligence’s will help
us to design our classrooms and curriculum in a way that will appeal to all of
our students. We may even be able to curb negative behavior by reaching students
in a different way. If we implement activities that call upon the use of all
these “intelligence’s” (Gardner 2) we will get the best out of all of our
students (Santrock 311). Their grades will improve and they will retain more
information for a longer period of time. Learning styles can also help us to
determine possible career paths so that we can help to steer children in the
right direction. Discovering our own learning styles can potentially maximize
our own information processing and teaching techniques. Howard Gardner is a
professor at Harvard who has studied the idea of intelligence in a way that
links research and personal experience (Traub 1). He began speaking about
“multiple intelligence’s” in 1983. Since then, he has won a MacArthur
“genius” grant, he has written books which have been translated into twenty
languages, and he gives about seventy-five speeches a year (Truab 1). His ideas
have been backed and popularized by many groups seeking to reform the current
educational system. The idea is that we know a child who scores well on tests is
smart, but that doesn’t mean a child who does not score well is not getting
the information or is incapable of getting it (Traub1). Gardner’s goal is to
turn what we normally think of as intelligence into a mere aspect of a much
wider range of aptitudes (Traub 1). Most of us believe that doing well in school
requires a certain amount of intelligence. School work usually focuses on only
two avenues of intelligence. Traditional teaching focuses on verbal and
mathematical skills. A person who is weak in both of these will probably do
poorly in school. Gardner suggest...
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