WHAT'S NEW - JUNE 2002

LEARNING AND TEACHING STYLES

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for June will interest teachers and administrators who are exploring Learning and Teaching Style issues. The first section below identifies several web links related to the topic. Also listed below please find hard-copy sources of scholarly information, practical guidance, and peer-reviewed articles about this topic. We hope that you will find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES AND ARTICLES RELATED TO LEARNING AND TEACHING STYLES

Learning Styles vs. Teaching Styles

http://www.sosu.edu/cidt/briefs/tb1.htm

This site provides teachers with information about learning and teaching styles. Research continues to build a strong case for the understanding that one learns more effectively when information is presented in a manner congruent with one's favored method of acquiring and processing information. Why not begin by assessing your student's learning style? Have your students go to http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html for an online learning style assessment. Alberta Teachers can find other assessment instruments by searching "inventory of learning styles." This site also includes several on-line publications related to learning styles.

The Seven Learning Styles

http://www.lessontutor.com/sm1.html

According to the latest findings by several leading psychologists, there are seven specific types of learning styles. This means that in order to maximize learning teachers must identify students' dominant learning styles that they have in their classroom, and teach using strategies that take advantage of those styles. To facilitate this process, the website gives a short description of each learning style. Remember, it is possible to have more than one style of learning.

Learning Styles Info and Inventories

http://www.ih.k12.oh.us/msesol/learning_styles.htm

This site gives particular attention to (a) multiple intelligences, (b) the Keirsy tests, (c) the nine personality types, (d) brain based learning, (e) right brain vs. left brain thinking, (f) whole brain thinking, and (g) learning styles. Take a look around and explore the various links on learning styles.

Resources in Teaching Multiple Intelligences

http://www.harding.edu/~cbr/midemo/mifirst.html

This is an excellent website for teachers. traightforward and informative, it offers "a new way of viewing intelligence." This website notes that according to Howard Gardner, human intelligence has three main characteristics including: a set of skills that enable a person to resolve genuine problems encountered in life; the ability to create an effective product or offer a service that is valued in a culture; and, the potential for recognizing or defining problems, thereby establishing the necessity for new knowledge. One of the sections of this education resource also guides the reader through Gardner's identified intelligences. You'll also find a bibliography, newsletter, and links to other related websites.

JOURNAL ARTICLES

Title:		Helping students say how they know what they want.
Source:		Clearing House. (2001). Vol. 74. Issue 6, Pages 327-403.
Author(s):		Clearing House. (2001). Vol. 74. Issue 6, Pages 327-403.
Abstract:		This journal article provides information on a study, which showed how to help students discover their preferred learning styles and dominant intelligence. The author uses a framework of multiple intelligences and learning style theories to describe how teachers can guide students through reflective writing exercises to help them understand how they learn. Other topics addressed in the article include learning statements, descriptions of the reflective process and presentation of learning statement examples related to multiple intelligences.
ISSN:		0009-8655
Title:		Multiple intelligences theory: A framework for personalizing science curricula.
Source:		School Science & Mathematics. (2001). Vol. 101. Issue 4, Pages 180-194.
Author(s):		Goodnough, Karen
Abstract:		This journal article explored multiple intelligence theory. Multiple intelligence theory was used as a framework to make decisions about how a grade nine teacher would structure learning experiences for his students in a science unit on space and astronomy. Through participation in the project, the teacher believed he was able to offer his students a more student-centered and engaging science curriculum that catered to individual learning needs. The research provides insight into the nature of multiple intelligence theory and how the framework of multiple intelligences can be used to make science more accessible to students and to assist them in achieving high levels of scientific literacy.
ISSN:		0036-6803
Title:		Teaching classroom educators how to be more effective and creative.
Source:		Education. (2000). Vol. 120. Issue 4, Pages 675-701.
Author(s):		Simplicio, Joseph S.C.
Abstract:		This journal article explored the concept of teacher creativity. It discussed whether or not creativity within the classroom is a reflection of an innate ability, a natural outcome of specific personality styles, or if it is instead a set of guiding principles and procedures that can be analyzed, quantified, duplicated, and then taught to others. The author determined that if educators are willing to incorporate changes within their daily teaching styles then they can indeed teach students to be more creative. Changes in teaching style must be incorporated into the curriculum, methodology, the selection and utilization of materials, and modes of assessment.
ISSN:		0013-1172
Title:		Assessing methods of teaching in the school setting.
Source:		Education. (2001). Vol. 122. Issue 1, Pages 123-128
Author(s):		Ediger, Dr. Marlow.
Abstract:		According to the author, a variety of methods of teaching need to be applied to optimize student achievement. Students individually possess diverse styles of learning as well as different intelligences. Methods of teaching should assist learners to achieve the objectives of instruction. The primary topics addressed include (a) and the memorization methods, (b) discussion methods, (c) problem solving approaches, (d) and the development of critical and creative thinking.
ISSN:		0013-1172
BOOKS
Title:		Keys to effective learning.
Source:		Englewood Cliffs: Prentice Hall. (1999). Pages 464.
Author(s):		Carter, Carol; Bishop, Joyce; Kravits, Sarah L.
Abstract:		This book focuses on developing effective learning techniques to help readers excel in school, in their careers and throughout their lives as lifelong learners. Unlike traditional study skill books, this one emphasizes how users learn effectively by involving them in the active process of mastering their mental abilities and developing personal confidence. The authors provide guidelines and exercises designed to help readers define themselves, their goals, as well as learning styles and approaches appropriate to individual learning styles.
ISBN:		0-130-61877-2
Title:		Teaching and learning through multiple intelligences.
Source:		Boston, MA: Allyn & Bacon, Inc. (1998). Pages 362.
Author(s):		Campbell, Linda; Campbell, Bruce; Dickinson, Dee.
Abstract:		This book offers a clear reflection of Howard Gardner's "Theory of Multiple Intelligences"-and how the theory may be applied to effective classroom practices. The book describes implications for pedagogy, team teaching, student strength, curriculum, assessment, community involvement, and diverse classroom models. Designed for the teacher who wishes to teach effectively to all types of learners, the authors devote one chapter to each of the eight intelligences: Verbal-Linguistic, Logical-Mathematical, Kinesthetic, Visual-Spatial, Musical, Interpersonal, Intrapersonal, and Naturalist. They define each intelligence, provide a checklist for identifying it, suggest environmental considerations, and offer related teaching strategies. Additional chapters survey Gardner's recent work on teaching for understanding, performance-based assessment, and describe Multiple Intelligence school programs.
ISBN:		0-205-29348-4
Title:		In their own way: Discovering and encouraging your child's multiple intelligences.
Source:		New York: Putnam Publishing Group. (2000). Pages 290.
Author(s):		Armstrong, Thomas.
Abstract:		In this fully updated classic on multiple intelligences, Armstrong sheds new light on the "eight ways to bloom," or the eight kinds of "multiple intelligences." While everyone possesses all eight intelligences, Armstrong delineates how to discover a child's particular areas of strength. The book shatters the conventional wisdom that brands students as "underachievers," "unmotivated," or as suffering from "learning disabilities," "attention deficit hyperactivity disorder," or other "learning diseases." Armstrong explains how these flawed labels often overlook students who are in possession of a distinctive combination of multiple intelligences, and demonstrates how to help students acquire knowledge and skills according to their sometimes extraordinary aptitudes.
ISBN:		1-585-42051-4
Title:		7 kinds of smart: Identifying and developing your many intelligences.
Source:		New York: Dutton/Plum. (1999). Pages 304.
Author(s):		Armstrong, Thomas
Abstract:		This book hopes to re-shape your thinking about what it means to be smart. The pioneering theory of multiple intelligences adds two new kinds of smart and offers information about how the human psyche functions. Based on Harvard psychologist Howard Gardner's pioneering theory of multiple intelligences, it reveals that there are at least seven distinct ways of being smart. The book includes checklists for determining one's intelligences. In addition, it offers dozens of exercises designed to help identify your capabilities and ways to apply them in your everyday life.
ISBN:		0-452-28137-7
Title:		The differentiated classroom: Responding to the needs of all.
Source:		Association for Supervision & Curriculum Development. (1999). Pages 132.
Author(s):		Tomlinson, Carol Ann
Abstract:		Drawing on nearly three decades of experience, the author describes ways of thinking about teaching and learning that will change all aspects of how you approach students in your classroom. She offers much more than theory, filling the pages with real-life examples of teachers and students using and benefiting from differentiated instruction.
ISBN:		0-871-20342-1