Learning Stlyes

We all have different methods of assimilating information which have been defined by various theorists over the years to develop a better understanding of how we should present information to others. One of the main theorists, Dr. Howard Gardner, developed the theory of Multiple Intelligence in 1983 (Wise 2002) that consisted of eight different modes to demonstrate how we assimilate information:

· Linguistic intelligence;
· Logical-mathematical intelligence;
· Spatial intelligence;
· Bodily-Kinesthetic intelligence;
· Musical intelligence;
· Interpersonal Intelligence;
· Intrapersonal Intelligence;
· Naturalist Intelligence.

Kolb’s theory of learning breaks down the above list into four concise compartments where children learn as:

· Diverging (feelings and watching);
· Assimilating (watching and thinking);
· Converging (doing and thinking);
· Accommodating (doing and feeling).

Gardner’s and Kolb’s theories of learning have influenced researchers and educationalists seeking to define the most effective way to teach children. Although both theories are used widely, the most popular theory is the VAK (Visual, Auditory and Kinesthetic) which was developed from the Neuro-Linguistic Programming Research. Some analysts add Read/write to make VARK which mirrors a large proportion of learning in schools where children read texts from books, screens or whiteboards which they copy, note take or write in their own words.

Each of the above theories highlights how we learn in different ways, for example, some people perform better by listening to information, whereas, others prefer using their visual skills by reading information. The traditional instructional style of teaching may not be meeting everyone’s learning styles resulting in children’s assessments being misinterpreted where the teacher views their failure as not knowing rather than not understanding. Assessment is therefore not just about end products and test results but more importantly about:

‘growing understandings of how we learn and how good teachers teach.’
(Smith I 2004: 10)

It Is My Right To Know

It is not just the teacher who is the sole contributor to evaluating a child’s piece of work but the child and peer’s views are also of great importance. Due to the demands of an active classroom it is difficult for teachers to be able to give quality feedback to every child on every piece of work completed daily. This is where an integrated and balanced approach to self and peer assessment enable pupils to reflect on not one person’s views but the views of others and self. This is not a process that comes natural to children as they do not have the experience and training of a teacher. Children are, however, honest evaluators and quick learners under the correct guidance from their teachers who inform children what they need to learn (learning intention) and how to recognise success (success criteria). If a child does not understand what or why a task is being undertaken due the learning intention not being clear or having too many aspects to meet then misunderstandings will arise. Children need to know what end product or process the teacher wants them to accomplish where:

‘knowing the leaning intention for every task is it seems, a child’s basic right as a learner.’
(Clarke S 2006: 47)

By sharing the learning intentions with children, not only are they more focused and ready to start tasks with less time-wasting tactics it also provides a clear focus when evaluating. Once the desired goal is clear, feedback needs to also take into account present position and a way to close the gap (Sadler 1989 cited Black & Wiliam): where is the child in their learning and what do they need to do to move on. This part of the evaluation process is much easier for teachers as they look at each child on individual levels. Children, on the other hand, can be self-centred in that they may judge another child’s work to their own ability. This is where peer evaluation can fall down as it is not just the end product or the concrete evidence that is assessable but the internal learning process. Even for teacher’s this task can be difficult as:

‘tuning into the learner’s mind to clarify what learning has taken place, to identify what learning difficulties are being experienced and to introduce future tasks is one of the biggest challenges for classroom teachers.’
(Smith I 2004: 18)

It is hard to tune into to every pupil’s mind because the classroom teacher is always rushing to get through a set of work. Even when they question pupils they quickly want the correct answer through their addiction to the right answer and wanting to proceed to the next part of the lesson. Children who don’t respond promptly or with understanding become disaffected as they are not giving ‘thinking time’ or the delivery of the lesson does not meet their learning style.

Let's Start From The Very Beginning

ACE (A Curriculum For Excellence) and AiFL (Assessment is For Learning) are a few of the buzz words that have permeated teaching environments over the past few years. Since the launch of A Curriculum for Excellence in November 2004 by the Scottish Executive many educationalists have analysed the curriculum to put children at the heart of learning and teaching to enable all young people to become successful learners, responsible citizens, effective contributors and confident individuals (Scottish Executive 2006).

By redefining learning and teaching this changes how we address assessment to ensure assessment fits

‘the purposes of learning, using techniques which are well chosen to support learning, inform planning of next steps and give a good basis for reporting of progress.’
(Scottish Executive 2006)

The initiative AiFL supports ACE where teachers review their assessment procedures to make them more in tune with learning and teaching through carefully questioning, planning and sharing the results. The importance of AiFL as a major pedagogy in all classrooms was put forward by the Scottish Executive (2006) who proposed that all Scottish Schools would be aware of AiFL by 2007.

This awareness is well and truely imbeded in our schools and any teacher who looks puzzled when met with the acronym AiFL has surely had no interest in current educational initiatives. If 2007 was the proposed date for awareness when will the date for all teachers implementing AiFL into their classrooms be? If it has not already started than now is the time to change the way assessment is used in the classroom so that:

‘learning and teaching are at the heart of an effective curriculum.’
(Scottish Executive 2006)

Assessing How Children Learn Not What They Learn

AiFL is the buzz word in staff rooms and meetings where different methods of formative assessment are being implemented for the benfit of children to ensure that assessment is at the heart of learning. This is all fine but there is not point is assessing children if the method of teaching does not meet their learning styles. Over the past months I have put myself on the line to ask children to assess my teaching methods. Before I hear you ask, I have not gone down the line of 'rate my teacher'. The evaulations the children made were more reflections on how successful or unsuccessful they were due to the way that I taught. This gave insights in their different learning styles and how one style does not fit all. Over the next few days I am going to give a more indepth analyses of my study of learning stlyes mixed with current theories in the hope that someone will take onboard this 'how' rather than the 'why' as a starting point with children.