Category: edci335

My Thoughts Before Reading the Articles

Before reading the articles, I was familiar with the concept of learning styles and had often encountered them in educational settings. As a student and later as a summer school instructor, I was introduced to the idea that people have different learning preferences. The learning styles I was familiar with were visual, auditory, and kinesthetic. The idea that learning should be tailored to individual preferences made sense to me and I believed that offering personalized learning experiences based on students’ preferred learning styles would improve engagement and retention of material.

In practice, I would often design lessons and activities with these preferences in mind, thinking that if I provided visual aids for visual learners or hands-on activities for kinesthetic learners, students in my summer classes would benefit more. I also saw students taking learning style quizzes and felt this personalized approach was a simple and effective strategy to enhance learning.

What I Learned from the Articles

After reading the articles, my understanding of learning styles has changed. The research presented in the articles debunked the validity of the learning styles myth and demonstrated that there is little evidence to support the idea that adapting lesson plans to suit learning styles can support learning outcomes. Studies have found that while students may express preferences for certain types of activities, aligning instructional methods strictly with these preferences does not necessarily lead to better learning.

Reading the articles taught me the method of Universal Design for Learning (UDL), which focuses on reducing barriers to learning by offering multiple means of engagement, representation, and expression. Instead of attempting to target a specific learning style, the UDL framework suggests providing a variety of materials and activities to reach diverse learners. By adopting approaches based on research, I can design lesson plans that promote engagement and understanding across different types of learners.

My Current Understanidng

This new information has made me realize that my previous beliefs about learning styles were oversimplified. I now understand that while students may have preferences for how they engage with information, these preferences are not fixed or necessarily associated with better learning outcomes. Instead, research shows that offering multiple forms of content, like hands on activities or discussion, is a much more effective method to support diverse learners.

I also see that focusing on design learning experiences that are flexible and inclusive, rather than trying to personalize learning based on a student’s supposed “style” means creating an environment where students can engage with material in various ways. Using this method, I can ensure that all learners, regardless of their learning references, have equal opportunities to succeed.

What I Will Do With This Information

Moving forward, I will adjust how I approach learning design. Instead of focusing on catering to specific learning styles, I will prioritize creating learning experiences with multiple forms of content. For example, I will continue to use visual aids and diagrams, but I will also include interactive discussions, real-world applications, and written explanations to ensure that all students have multiple pathways to engage with the content.

Additionally, I will encourage my colleagues and peers to adopt a more flexible, research-based approach to lesson planning. I will also encourage them to embrace Universal Design for Learning, which supports the diverse ways students access and engage with material. By embracing a more inclusive learning design, I can help create more equitable learning environments for all students.

References

Allvia. (2023). Teaching [Image]. https://blog.allviaedu.com/wp-content/uploads/2023/09/Guide-To-Teaching-Large-Classes-Of-Children_AllviA_230926.jpg

Ellii. (2023) Universal Design Learning [Image]. https://esllibrary.s3.amazonaws.com/uploads/post/title_image/2414/Emily_A-Quick-Guide-to-Universal-Design-for-Learning_Banner.png

Link3recruitment. (2023). Learning Styles [Image]. https://www.link3recruitment.co.uk/wp-content/uploads/2023/10/VARK-Learning-Styles-768×480.jpg

Prompt #1: How would learning be designed differently by a behaviorist, a cognitivist, and a constructivist? 

Scenario: A high school social study teacher is planning a class on climate change.

A high school social studies teacher might consider multiple approaches when teaching a class about climate change. Studies have shown that information processing varies between each individual, therefore, various instructional approaches could benefit diverse learners (Yang et al., 2013). Instructional approaches include behaviourist, cognitivist, and constructivist methods. Including these diverse learning methods within a course can help tailor educational approaches to support diverse learners.  

From a behaviourist perspective, learning would emphasize reinforcement and feedback. For example, the teacher might assign a series of quizzes to assess the students’ understanding of climate change concepts. After each quiz, students would receive immediate feedback, which would help students identify correct answers and areas for improvement. This approach would help students develop positive study habits in preparation for assessments, as they would learn to associate correct answers with positive reinforcement. 

Alternatively, a cognitivist approach would emphasize understanding and strategy. The teacher could incorporate graphic designs to help students connect new information about climate change to their existing knowledge. For example, students might create concept maps to demonstrate how the relationship between greenhouse gases and human activity contributes to global warming. This method enhances memory retention as it encourages students to make meaningful connections. This will improve the students’ ability to organize and apply information.

Finally, a constructivist approach would encourage students to actively participate in the lesson plan and use their personal experiences to make connections. For example, the teacher could assign a project where students investigate the effects of climate change in their local neighbourhoods. For this project, students would gather data, interact with their community and develop a unique perspective through real-world observations. This hands-on approach to learning can allow the students to reflect on their findings and discuss real-world applications of the topics learned in class, which would further encourage their investment in course material.

References: 

CBC News. (2019). Climate strike in Victoria [Photograph]. https://i.cbc.ca/1.5059057.1578332108!/fileImage/httpImage/climate-strike-victoria-2.jpg

ShareIcon. (2016). Pencil icon [Image]. https://www.shareicon.net/data/2016/11/16/854159_pencil_512x512.png

University of North Carolina at Chapel Hill. (2019). Concept map [Image]. https://learningcenter.unc.edu/wp-content/uploads/sites/330/2019/02/ConceptMaps4.png

Yang, T.C., Hwang, G.J., & Yang, S.J.H. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Educational Technology & Society, 16(4), 185–200.