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Presented at the 2004 Teaching Assistants/Associates Workshop By Dr. Constance M. Ellison Associate Professor Program Coordinator, Educational Psychology School of Education Department of Human Development and Psychoeducational Studies Howard University August 19, 2004.
2004 Teaching Assistants/Associates Workshop
Dr. Constance M. Ellison
Program Coordinator, Educational Psychology
School of Education
Department of Human Development and Psychoeducational Studies
August 19, 2004“Integrating Learning Style Diversity into the Classroom
daddy says the world is
a drum tight and hard
and i told him
i'm gonna beat
out my own rhythm
So, what do research show regarding the different ways of learning?
Thinkers & Feelers
Index of Learning
Visual & Verbal
Active & Reflective
Sensing & Intuitive
Sequential & Global
(Left Brain, Cerebral)
(Left Brain, Limbic)
(Right Brain, Limbic)
(Right Brain, Cerebral)
Instructors As Instructors
We must Remember
Recognizes that different students have different ways to be smart, when a student “doesn’t get it,” we attempt to reach the student in a different way.
Therefore, if there are many ways to be smart, there must be many ways to teach.
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 or ways of knowing to account for a broader range of human potential in children and adults.
Howard Gardner’s (1993)
Multiple Intelligences (MI) Theory
Indicates a new visions of what
education CAN BE.
acts like the "real" world. Students become active, involved learners.
share their strengths.
motivation to be a "specialist."
and heightened student classroom success.
When you "teach for understanding," students accumulate positive educational experiences and the capability for creating solutions to problems in life.
"Educators must thoroughly understand how culture shapes learning styles, teaching behaviors, and educational decisions. They must then develop a variety of means to accomplish common learning outcomes that reflect the preferences and styles of a wide variety of groups and individuals. By giving all students more choices about how they will learn--choices that are compatible with their cultural styles--none will be unduly advantaged or disadvantaged at the procedural levels of learning. These choices will lead to closer parallelism (e.g., equity) in opportunities to learn and more comparability in students' achieving the maximum of their own intellectual capabilities (e.g., excellence)." (p. 20))
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