Transcending Learning "Types"
If the insructor is passionate about the information being studied, there will be a genuine attempt to present the material in as many ways as possible. By doing so, visual, auditory, and kinesthetic learning needs are met, and retention is strengthened. I question the premise that an instructor needs to know each student's learning strengths; however, I do imagine that there may be a significant advantage to a student knowing his/ her's learning strengths, and requesting the material be presented in a way that he/she may best understand, and, hence, retain, the information being shared.
In college, one develops the skills needed to grasp the information however it is provided by the lecturer. In a career school setting, these skills may not be present. For the student to best grasp and retain the material, the presentation may need to be more than auditory, and may actually need to lean toward the visual or the kinesthetic (the "doing").
Do you have any thoughts or experience with students needing a specific learning presentation?
You stated “If the instructor is passionate about the information being studied, there will be a genuine attempt to present the material in as many ways as possible.” I wholeheartedly agree.
To clarify my previously statement, a student performing very well is prima facie evidence that he/she is already in touch with their learning style. An instructor need only address problem students.
A career school (or trade/vocational school) is a school wherein students are taught the skills needed to perform a particular job. It is true that these schools have not historically existed to further education in the sense of liberal arts, but rather to teach only job-specific skills. They have been deemed as institutions committed to training, not education. That, however, began changing in the 1990s when they began to develop the academic skills of students as well as the vocational.
Teaching expertise in career school is therefore equally critical. To understand how to build a garage with a ‘Hip Roof’ requires a considerable level of math in addition to well developed visual, audio and kinesthetic teaching skills.
Career school provides training for vast array of vocations; from nursing to computer sciences, to culinary arts. You say that “in college, one develops the skills needed to grasp the information however it is provided by the lecturer. In a career school setting, these skills may not be present.” My question is - Why not?
Yes, I have experience with students needing a specific learning presentation.
I currently teach online college classes. The online instructor must detect beyond the traditional approach to understand what is needed to deliver an effective presentation. In this environment the instructor loses the ability to detect students’ classroom behaviors. Your assessments are predicated on chat participation and their submitted assignments. You can detect their learning styles through their writings. The first assignment is the most critical. An instructor can ascertain poor reading skill, poor language skill, poor writing/spelling/grammar/skill or poor comprehension skills.
I have found that many students who perform poorly possess the desire to learn, but are embarrassed about their shortcomings. You communicate the wiliness to assist by pointing out what they are doing right in addition to what they are doing wrong. Your grading comments include advice/instruction geared to assist that particular student.
As long as you remain consistent and passionate to their educational needs they will listen, learn and achieve.
I submit that the ‘passionate’ style of teaching is not an exact transferable skill in a challenging learning setting; such as online and teaching at risk students. It is akin to supervising by charisma. An impressive leadership style, but difficult to perform effectively. The question remains did you inspire the student or did you create a gateway through which they could attain success?
James, I enjoy this level of exchange.
Hi James......I agree with you. There's so much emphasis on Learning Styles today that I realize I don't really know how every one of my students in any given class learns best, BUT whatever I teach, I keep in mind that all modalities must be used every night (or day) so that each student in front of me gets(hopefully) an equal shot at learning the material well.
The REFOCUS that was discussed in this course has been a great tool to help keep my enthusiasim and passion flowing.
"Once more into the breach..."
Learning styles: I just graded a paper that had no punctuation. I then graded a writing prompt that was one sentence instead of the 150-200 words I requested. The students in both instance said they didn't understand the assignment. I try to be open and welcoming to all students, but guess I missed the boat here.
I teach nursing. In this program, students cannot simply regurgitate material presented in class. They must be able to sucessfully demonstrate the knowledge as well. As an example - defibrillation (the apllication of a shock to the chest wall to attempt to discontinue a letal irregular heart beat.) Students can learn about defib, but until they actually apply the paddles to a person's chest who is in arrest, then the learning is truly multi-dimensional.
What did K. Lewin say about "doing is learning??!!"
