I have been grappling with how I will be able to identify and accommodate every student’s learning style in a class of 20-40 individuals – I know it is imperative, I know a lot of my success will be riding on my ability to do so, and yet I struggle to adapt my thinking to suit each of these equally valid methods of engagement and education. When I contemplate the imparting of scientific knowledge to students I am find it difficult to get past some instances of pen-and-paper note-taking, which could be abhorred by the kinaesthetic learners, and of course the use of experimentation, which could be the bane of existence for the linguistic learners. Every activity can be adapted in some way or another in an attempt to accommodate the different learning styles, but I do struggle to see how I can incorporate them all into each and every activity that I undertake.
I am undeniably excited when I find an article title that seems to specifically relate to me, and thus I set about reading it with much gusto; this was certainly the case when I stumbled across Alison Sawmiller’s “Classroom Blogging: What is the Role in Science Learning?”, as not only did it relate particularly to a science classroom, but it incorporated the use of blogging, which intrigued me further. How can blogging contribute to science learning? Despite a somewhat demure tempo – I am beginning to forget how journal articles are phrased! – I found it to be an insightfully pithy exploration of how different learning styles can adapt and interact with a technological medium such as blogging.
As I read further I was increasingly excited by the concepts being explored: technology integration in lessons, science engagement in the classroom and the accommodation of all learning styles…amazing! These topics are quite evidently at the forefront of my thoughts, and to have them all concurrently explored in one article was rather wonderful. The benefit – nay, necessity! – of accepting and working with technology in schools is highlighted, now being an inevitable part of general life. The focus, however, was specifically on the role of blogging in the classroom, and how it can contribute to student learning. The linguistic learners are given the opportunity to directly write their thoughts down, and publish them in the public domain. The auditory/verbal learners can make a movie, recording, podcast etc and upload it to their blog for everyone to view. The kinaesthetic learners are afforded the chance to actively experiment, explore and create, and upload a video of their exploits. The collaborative learners can access others’ opinions and thoughts through the process of commenting and sharing, potentially on a world-wide scale. Individual learners can write their blog simply for their own benefit. And finally, the silent students in the class are given a voice: a mode of expression where confrontation has been removed from the equation. Holistically, the class is able to increase their awareness of views that differ from their own, share information and insights, explore the technology itself; the common thread tying these aspects together is the underlying shift in the students’ concept of schooling: amalgamating the leisure-time technology and school-time learning puts a wholly different spin on education.
As I was reading the multi-faceted nature of educative blogging, it occurred to me that my own blog is a reflection of the type of learner that I am; although I am definitely verbally-oriented, and am challenged by grappling with spacial concepts without the assistance of a diagram, I definitely require an element of writing to cement a concept in my mind. I believe I am least inclined to the kinaesthetic side of learning, which would explain both my inability to comprehend adapting a lesson to accommodate such aspects, and my inability to relate to it from a learning point of view. This became evident when studying chemistry at university, as drawing molecular structures assisted me most in understanding their spacial arrangement, whereas observing images and making models did very little to help. Albeit, these methods combined definitely did work to improve my comprehension of the concept, but if I was able to employ one method only I would have chosen to draw them myself. Interestingly, my learning style also became evident at the beginning of any lab session, as I relied on the verbal explanation presented by the demonstrators to truly understand what was required of me. Reading the instructions alone did fill me with the confidence of comprehension, and I felt as though I was lazy, that I had not read the instructions thoroughly enough – that I had not tried to understand them well enough – but it all seemed to become clear, as if by magic, when a verbal explanation accompanied the written information.
This will undoubtedly assist with my understanding of my own learning, but also works to highlight the need for vigilance in my teaching practice. I must ensure that I do not always teach in ways that would benefit me as a learner (or as a teacher), but that I incorporate as many learning styles as possible into my lessons; it is not about what I am comfortable or familiar with that should form the foundation of my lessons, but rather that which will benefit my students most.
– For Science!
References
Sawmiller, A. (2010). Classroom Blogging: What is the Role in Science Learning?. The Clearing House. Vol 83: pp44-48
Synergistic Bonding in the Classroom! 