Research does not support matching instruction to perceived “learning styles,” (which are not in fact supported by research) but rather, offering a range of modalities to benefit all learners.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. Retrieved from https://www.nap.edu/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures
Tasks can be designed to have learners solve real-world problems, sharpen Critical Thinking Skills, and build Communication skills as learners Collaborate.
Students from diverse backgrounds and cultures, as well as students with learning disorders or ADHD, may have ways of expressing their Emotions, perceiving Emotions in others, and reacting to Emotions that differ from what we expect to see from young learners.
Learners who think critically ask thoughtful questions, and consider multiple forms of evidence when drawing an inference.
Mnemonic strategy instruction has been shown to be highly effective for students with learning disabilities who may have difficulties with Working Memory, likely by giving learners an opportunity to encode information in multiple ways.
Tasks can be designed to have learners solve real-world problems, sharpen Critical Thinking Skills, and build Communication skills as learners Collaborate.
Helping learners self-assess their behavior helps develop their Self-regulation, monitor their comprehension during reading, and think through strategies during math tasks.
Educators can provide strengths-based feedback by asking probing questions to determine the skills and knowledge that learners already have.
Educators can provide strengths-based feedback by asking probing questions to determine the skills and knowledge that learners already have.
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