Week Four - Learning Styles & Multiple Intelligences or A Centers or Stations Approach

Week Four – Week four you may select either
“Learning Styles & Multiple Intelligences”
or
“A Centers or Stations Approach.”

Learning Styles & Multiple Intelligences

Many teachers who use learning styles and multiple intelligences in their classrooms wonder how important it is for students to know about these models. Experience has taught us that students who understand the models are better able to understand their own learning profiles, to develop flexibility and adaptability in their thinking, and to set realistic goals about minimizing learning weaknesses and maximizing strengths. In fact, research on the importance of metacognitive thinking supports the notion that instructional approaches that help students reflect on their own learning processes are highly beneficial to their overall learning and tend to stimulate motivation to improve as learners (Brown, 1989; Marzano et al., 1988).

The Questions

• How can a teacher who understands and uses Learning Styles and Multiple Intelligences effectively use technology to enhance learning for their students?

• Is there a difference between Learning Styles and Mulltiple Intelligences? Explain

• Do you use Learning Styles or Multiple Intelligences Theory in your classroom? If yes, explain. If not, how might you begin?

The Readings

LDPride.Net
go to site

Theory of multiple intelligences
From Wikipedia, the free encyclopedia
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Enhanced learning With Technology
www.enhancelearning.ca
go to site

Stations, & Centers

Using centers or stations involves setting up different spots in the classroom where students work on various tasks simultaneously. These stations invite flexible groupings because not all students need to go to all stations all the time. Centers or station teaching is ideal for use in the inclusive classroom since it allows teachers to work with individual students or small groups of learners without having to use a more restrictive “pull out” model of instruction. A special educator can be facilitating the group as they move through the rotations, while a general educator can be checking in with those learners needing enrichment questions, materials, or instruction.

According to Tomlinson (2000), centers should focus on important learning goals, contain materials that promote individual students' growth toward those goals; use activities addressing a wide range of reading levels, learning profiles, and student interests; provide clear directions; include instructions about what a student should do when he completes the work at the center; and include a record-keeping system to monitor what students do at the center and the quality level.

Stations or centers might be student-led or teacher-led. In a secondary classroom, learners in a math class might rotate through five stations:

• working with the teacher to learn about probability
• solving probability problems from the textbook
• generating a list of real-world applications for probability
• working on new computer program with a small group
• completing a review worksheet from the last unit

The Questions

• How can effective technology integration be enhanced through the use of Centers or Stations?

• How do Centers and/or Stations connect to Constructivism and Differentiated Instruction and/or Project-based learning in making effective and efficient uses of technology?

• Have you ever used Stations or Centers? Explain. If not, can you envision a way to accomplish this in your class? How might it make using technology more effective and/or manageable in your classroom?

The Readings

Student-centered learning
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Create Classroom Stations
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Centers
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