The last two blogs addressed two extremes of learning styles. With two seemingly opposing learning styles: analytical and global, how do you cover their best way to learn? By creating options.
Primary teachers most often teach to the multiple intelligences and a variety of learning styles in an effort to reach the variety of young thinkers in their classes. Their lesson planning from textbooks sources as well as their own ideas provide a wide range of activities that accommodate young students who are getting to know themselves and become independent learners.
Older grades may also have similar texts with similar varieties of activities, but teachers are more likely to teach their lessons to match their personal preferences in learning since their students have become more able to adapt to various styles. That’s where options come into play during lessons or at least on follow-ups where teachers evaluate what their students learned.
Allow students to select from a menu of options for larger projects: work alone or with a partner, join a group or create an independent project, create a video or write a play, make a chart or demonstrate your understanding through an alternative idea. Provide a rubric with a wide ranging list of possibilities as well as a create-your-own project. The two consistent expectations remain a definitive deadline and specific standards, skills all learners need to be able to adjust to in their daily lives.
For tests provide a mixture of responses: true-false, multiple choice, essays, opinion/argument, show-what-you-know in your own way (physical demonstrations, lead group discussions, write reports or articles, use varied media). It’s a nearly endless list.
SO? Create a generic list of options for your students to use to demonstrate their learning. Add on new options. Then, when you need to make a creative list, you’ll be ready. That’s my analytical side meeting my global side.