TEACHING MULTI-GRADE CLASSES
Topic 5. Learning Styles of Children
Learning styles is a term that refers to different ways in which we learn, process, and
retain information. All young children learn through meaningful hands-on experiences—
through touching, doing, and moving. And children also learn through seeing and hearing. As
you observe your child, you will begin to identify strengths and preferences that tell you
something about your child’s preferred learning style.
Types of Learning Styles
Visual learners learn through seeing. Children who are visual processors tend to observe
a parent’s or teacher’s body language and facial expressions for content and learn through
demonstrations and descriptions. They tend to have well-developed imaginations and often
think in pictures. Too much movement or action in a classroom may cause distraction for them.
For older children who read, written instructions may help clarify verbal directions.
Auditory learners learn through listening. Children who are auditory processors learn
through participating in discussions and talking things through. Verbal directions may help
clarify instructions or written information. Too much noise may be distracting and children with
this strength may learn best in a quiet environment.
Tactile learners learn through touch. Children who are more tactile prefer activities or
projects that allow them to use their hands. Your child may prefer doodling or drawing to aid
memory.
Kinesthetic learners learn through moving and doing. Children who are more kinesthetic
learn through physical sensations and may have trouble sitting still for long periods. A hands-on
approach that allows your child to actively explore her physical world helps her learn best.
How Can You Determine Child’s Learning Style?
The best way to learn about child’s learning style is to observe what he or she is doing.
Actions, interests, and preferences will provide information about how he or she is processing
information.
If child has developmental delays, you may find that you often focus on what your child
isn’t yet doing. Instead, try to focus on his strengths and favorite activities. All children, even
the most challenged, have interests and preferences. Identifying these helps increase a child’s
motivation for learning.
Speak with family members and child’s team to develop an inventory of toys, objects,
and activities that are meaningful for child.
Ask yourself questions like these:
• What types of toys does she prefer?
• Does she prefer quiet activities or lots of movement?
• Does he like to read books and draw pictures?
• Does he prefer to be shown how to do something rather than being told
verbally?
• Is she active? Does she like to move and participate in more active activities?
• Is he drawn to numbers and patterns?
How Can You Support Child’s Learning Style?
Parents and teachers have a tremendous influence on children. Understanding how a
child learns can improve how we teach them. Early childhood programs are often organized in a
way that supports the range of children’s strengths and needs.
This includes having:
• Adequate periods for movement
• Group circle and music time
Learning centers in the classroom that include a numerous of experiences (for example,
reading corner, block area, manipulatives/fine motor area, outdoor play, and art)
This supports participation of children with a wide range of learning styles, while also
exposing children to experiences they may not typically seek out.
As adults, we can help children better understand their strengths and individual
differences, while supporting challenges. You can seek out real-world experiences that extend
your child’s learning. For example, if child is interested in fish and aquatic life, visit an aquarium.
A child will retain more information and develop a broader understanding of the world if
information is meaningful and presented in a way that meets his or her individual learning style.
MULTIPLE INTELLIGENCES
The theory of multiple intelligences was developed
in 1983 by Dr. Howard Gardner, professor of education at
Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing,
is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a
broader range of human potential in children and adults.
These intelligences are:
1. Linguistic intelligence (“word smart”)
2. Logical-mathematical intelligence (“number/reasoning smart”)
3. Spatial intelligence (“picture smart”)
4. Bodily-Kinesthetic intelligence (“body smart”)
5. Musical intelligence (“music smart”)
6. Interpersonal intelligence (“people smart”)
7. Intrapersonal intelligence (“self-smart”)
8. Naturalist intelligence (“nature smart”)
Dr. Gardner says that our schools and culture focus most of their attention on linguistic
and logical-mathematical intelligence. We esteem the highly articulate or logical people of our
culture. However, Dr. Gardner says that we should also place equal attention on individuals
who show gifts in the other intelligences: the artists, architects, musicians, naturalists,
designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we
live. Unfortunately, many children who have these gifts don’t receive much reinforcement for
them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD
(attention deficit disorder,” or simply underachievers, when their unique ways of thinking and
learning aren’t addressed by a heavily linguistic or logical-mathematical classroom.
The theory of multiple intelligences proposes a major transformation in the way our
schools are run. It suggests that teachers be trained to present their lessons in a wide variety of
ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner
reflection, and much more.
The theory of multiple intelligences has grabbed the attention of many educators
around the country, and hundreds of schools are currently using its philosophy to redesign the
way it educates children. On the other hand, there are thousands of schools still out there that
teach in the same old dull way, through dry lectures, and boring worksheets and textbooks.
The challenge is to get this information out to many more teachers, school
administrators, and others who work with children, so that each child has the opportunity to
learn in ways harmonious with their unique minds.
The theory of multiple intelligences also has strong implications for adult learning and
development. Many adults find themselves in jobs that do not make optimal use of their most
highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck
in a linguistic or logical desk-job when he or she would be much happier in a job where they
could move around, such as a recreational leader, a forest ranger, or physical therapist). The
theory of multiple intelligences gives adults a whole new way to look at their lives, examining
potentials that they left behind in their childhood (such as a love for art or drama) but now
have the opportunity to develop through courses, hobbies, or other programs of self-
development.
How to Teach or Learn Anything 8 Different Ways?
One of the most remarkable features of the theory of multiple intelligences is how it
provides eight different potential pathways to learning. If a teacher is having difficulty reaching
a student in the more traditional linguistic or logical ways of instruction, the theory of multiple
intelligences suggests several other ways in which the material might be presented to facilitate
effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an
adult learner seeking better ways of pursuing self-study on any subject of interest, the same
basic guidelines apply. Whatever you are teaching or learning, see how you might connect it
with
• words (linguistic intelligence)
• numbers or logic (logical-mathematical intelligence)
• pictures (spatial intelligence)
• music (musical intelligence)
• self-reflection (intrapersonal intelligence)
• a physical experience (bodily-kinesthetic intelligence)
• a social experience (interpersonal intelligence), and/or
• an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in
economics, you might read about it (linguistic), study mathematical formulas that express it
(logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe
the law in the natural world (naturalist) or in the human world of commerce (interpersonal);
examine the law in terms of your own body [e.g. when you supply your body with lots of food,
the hunger demand goes down; when there’s very little supply, your stomach’s demand for
food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a
song (or find an existing song) that demonstrates the law (perhaps Dylan’s “Too Much of
Nothing?”).
You don’t have to teach or learn something in all eight ways, just see what the
possibilities are, and then decide which particular pathways interest you the most, or seem to
be the most effective teaching or learning tools. The theory of multiple intelligences is so
intriguing because it expands our horizon of available teaching/learning tools beyond the
conventional linguistic and logical methods used in most schools (e.g., lecture, textbooks,
writing assignments, formulas, etc.).
STORY TELLING AND CULTURAL STRATEGY
Story Telling
Storytelling is the social and cultural activity of sharing stories, often with improvisation,
theatrics, or embellishment. Stories or narratives have been shared in every culture as means of
entertainment, education, cultural Preservation and instilling moral values.
Educators have long known that the arts can contribute to student academic success
and emotional well-being. The ancient art of storytelling is especially well-suited for student
exploration. No special equipment beyond the imagination and the power of listening and
speaking is needed to create artistic images.
As a learning tool, storytelling can encourage students to explore their unique
expressiveness and can heighten a student's ability to communicate thoughts and feelings in an
articulate, lucid manner.
Storytelling is the art of using language, vocalization, physical movement and gestures
to reveal the elements and images of a story to a specific, live audience.
It is said that…… “The art of bringing a story to life is, through the inflection in one’s
voice, rhythm, facial expressions, hands and body movements”.
By Garvie 1990… “Stories are powerful means of language teaching. A skillful teacher
can use story to develop “more efficient listening, more fluent speaking and the ability to read
and write easily and completely”
THE HIDDEN POWER OF STORY “Science, by its own definition doesn’t give us meaning.
It just provides us with facts. Our lives gain meaning only when we tell our story”. -DAVID
STEINDLRAST
Cultural Strategy
Culture is the foundation of education, sustainable development, and governance in
culturebased education. Culture provides perspective, methodology, principle, assessment,
framework, and evaluation upon which abilities, skills, and knowledge regarding a person and
the world are disseminated. It is a teaching strategy and a philosophy of education where
student learning is grounded on the unique values, norms, cultural beliefs, knowledge,
practices, heritage, language, experiences of the community. The Filipinos develop a great
understanding, awareness, and appreciation of their history, arts, heritage, and geography
towards the perception that will enhance the quality of life. With the implementation of
culture-based education the Philippines visualizes to progress as a nation of culturally
empowered and literate Filipinos who are committed global citizens as well as ardent
nationalists and patriotic people.
Culture-based Education
Culture-based education is the grounding of instruction and student learning in the
values, norms, knowledge, beliefs, practices, and language that are the foundation of a culture.
Demmert’s 3 types of Schools
1. Generic: designed to meet the academic needs of students w/out regard to
culture/ethnicity.
2. Multicultural: designed to meet the academic & cultural needs of students w regard
to the variety of cultures/ethnicities at a school.
3. Culture Specific: designed to meet the academic needs of a specific cultural/ethnic
group of students.
Compatible Culture-Based Education Strategies:
Advocacy education
Community Based education
Concept Based education
Cross-Cultural education
Cultural Sensitivity education
Culturally Adaptive Instruction
Ecological Sustainability education
Heritage education
Identity education
Locality Literacy education
Locality Numeracy education
Multicultural education
Place Based education
Project Based education
Service-Learning education
Servant Leadership education
Motive of Culture-based Education
Applying cultural values in education has a positive effect on several elements. It
nurtures the sense of belonging, identity, and strengthens community participation; it also
promotes appreciation and understanding of history and cultural heritage.
Cultural heritage is not only about old things but also about new objects, practices, and
places which hold cultural value for recent generations. The crucial role of the community’s
culture carriers in teaching and learning process is maintained. A sense of responsibility in
valuing, developing and protecting the environment is inculcated in children. Students develop
competencies and cultural skills which are required for interacting with people around the
world. The culture instills the sense of national pride and develops an individual’s identity as a
nation. Preserving the cultural memory will lead to a greater understanding of the nation’s
destiny in the global society and community of nations.
The use of cultural aspects in education may serve as a new flavor that can uplift
student’s interests towards the subject matter. Furthermore, this can lead learners to a strong
connection between classroom learning experiences and their way of life. They may also
develop a spirit of patriotism, nationalism, and cultivate their strong sense of belongingness to
the community. All this will lead to an optimistic change to the nation.
Culture plays a noteworthy role in learning-teaching process and serves as the origins of
the teacher’s innovation and creativity in teaching methodologies and approaches. Culture
dictates the behavior of mankind and it is complex formed from the history of ancient
civilizations which is inherited to generations. In order to improve the educational process,
there is a need to cope up with the challenges and stand out among others.
