Miriam had taught eighth grade for years. She knew the amount of time available for each unit.

Over the years she had collected many instructional resources to add interest to the topic. She was confident that she had fully prepared for teaching this material. Miriam was unaware that the classroom itself doomed some other students to failure.

Barbara had taken a course in alternative teaching strategies. She learned that the Activity Alternatives in a Contract Activity Package allowed students to use their multiple intelligences to show what and how much they had learned. Her roster included several adolescents who were struggling with identity issues. She thought she would try a Contract to see if students did as well as her professor had predicted they would. Barbara forgot that the professor had said that Contracts were great — for motivated, auditory and/or visual students.

Most teachers assume that if they care about the youngsters they teach and cover the curriculum, their students should be able to master it. Most teachers know what to teach, but do not realize that they can’t possibly know how to teach it without first identifying how their children learn. And most children do not learn traditionally — through lectures, readings or discussions.

Doesn't everybody learn the same way?

A prize-winning research has made it clear that most children can master the curriculum when they are taught with strategies, methods or resources that complement how they learn.

However, students in the same class often learn differently from each other and many actually learn backwards from each other.

As a result, Strategy A can produce an A for one student and a C for another,
whereas Strategy B can reverse these same two students’ grades.

How do learners differ?

Between six and 14 — of 21 possible elements — often impact on how each person masters new and difficult material. Easy material (for the individual) can be learned in the “wrong” style, but even most adults cannot internalize new and difficult academic information without relying on their learning-style strengths.

These elements are divided into five different categories that either stimulate or inhibit learning and constitute each individual’s particular learning style. To capitalize on their learning styles, students must become aware of their:

• REACTION TO THE CLASSROOM ENVIRONMENT. Learning with sound or in silence, bright versus soft lighting, warm versus cool temperatures and formal versus informal seating.

• OWN EMOTIONALITY. Motivation, persistence and responsibility levels, and preference for structure versus options.

• SOCIOLOGICAL PREFERENCES FOR LEARNING. Either alone, with peers, with a collegial or authoritative adult and/or in a variety of ways as opposed
to patterns or routines.

• PHYSIOLOGICAL CHARACTERISTICS. Perceptual strengths (auditory visual, tactual and/or kinesthetic modalities, time-of-day energy highs and lows, intake (snacking or sipping while concentrating) and/or mobility needs.

• GLOBAL VERSUS ANALYTIC PROCESSING, AS DETERMINED THROUGH CORRELATIONS AMONG SOUND, LIGHT, DESIGN, PERSISTENCE, SOCIOLOGICAL PREFERENCE AND INTAKE.

Matching students' styles with responsive instruction

Once teachers learn how their students learn, they can match individual learning styles with the method most responsive to that style.

If teachers in a school are not comfortable using several different reading methods, each can volunteer to teach reading with one specific method. Then the children with similar learning styles can be assigned to the teacher using the method most responsive to that youngsters’
learning style.

Also, teachers who know how their students learn can distribute individual printed prescriptions describing how each child should study and do homework by capitalizing on his or her learning-style strengths. One Homework Disc can service an entire school year after year. Studies have shown that students learn significantly more and enjoy learning better through their learning-style homework prescriptions.

Which tests identify students' learnign styles?

The Learning Styles Questionnaire (Dunn & Dunn) has been proven reliable and valid for many students in grades 3-12. However, almost two decades ago, it was already recognized that analytic and global students neither concentrated nor processed academic information in the same way. A series of studies and researches proved convincingly that globals taught globally and analytics taught analytically achieved statistically better than when either was mismatched.

Each of the strategies listed below can be adapted to learning alone, with peers or with a collegial or authoritative teacher.

We invite you to attend an international seminar entitled, “One World Learning Series- The Philippine Caravan” that will be held at the Divine Word College of Urdaneta on Feb. 25-26, and in Baguio Convention Center on Feb. 27. For details, contact 0939-5684-072, 0927-3844-143, and 0932-6039-931.

The author: Henry S. Tenedero is the president of the Center for Learning and Teaching Styles, an affiliate of the International Learning Styles Network, based at St. John’s University in New York. He is a graduate of the AIM Masters in Development management and of the Harvard Graduate School for Professional Educators. He is the author of the following books: Cooking Up A Creative Genius; The HI CLASS Teacher, Breakthrough Ideas in Education; and Using Passion and Laughter in Your Presentations. He can be reached at htenedero@yahoo.com