Accommodating multiple learning styles Free online xxx chat without signup

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In the 20th century, two great theories have been put forward in an attempt to interpret human differences and to design educational models around these differences.Learning-style theory has its roots in the psychoanalytic community; multiple intelligences theory is the fruit of cognitive science and reflects an effort to rethink the theory of measurable intelligence embodied in intelligence testing.The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential.Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. We believe that the integration of learning styles and multiple intelligence theory may minimize their respective limitations and enhance their strengths, and we provide some practical suggestions for teachers to successfully integrate and apply learning styles and multiple intelligence theory in the classroom.Key researchers in this area include Anthony Gregorc (1985), Kathleen Butler (1984), Bernice Mc Carthy (1982), and Harvey Silver and J. Although learning-style theorists interpret the personality in various ways, nearly all models have two things in common: Learning styles are not fixed throughout life, but develop as a person learns and grows.

But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.One strategy for elementary kinesthetic learners is the science learning station, a separate table, cubicle or space for hands-on science projects.Based on adult models used in medical schools, the "lab" allows students with no regular science class to do hands-on activities that use magnets, build batteries, create terrariums, experiment with sound, smell and taste.Second, these models are sometimes less sensitive than they should be to the effects of context on learning.Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style.

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Finally, students create a class product, such as a story, poem or essay, through group brainstorm -- social style -- and then individual creation -- solitary style.