Different Learning Styles for Different People
Different Learning Styles for Different People As we learn more from one generation to another on how the brain and body work together the more we change how we teach our children. The curriculum in schools today is far different than what it was 40 years ago and will continue to change as we discover more on how we learn. In recent years there has been extensive research and exploration on helping all students reach their full potential. Throughout history it has been thought by scholars that formal education is better suited for finding gifted learners rather than improving their ability to learn. Many students of the past may have benefited from different teaching styles that fit their individual needs to learn more effectively. Furthermore, those that did excel in a traditional classroom may have developed skills that would have helped them surpass their already impressive accomplishments. Students often are asked to memorize rather than understand or make since of the material. Overall, new styles of learning are providing more knowledge to a wider variety of people, significantly improving their ability to become active learners. A new curricula for young children have shown amazing results. This new approach to teaching geometry helped second grade students learn to represent and see three dimensional forms better than a group of undergraduate students at a prestige 's university (Lehrer and Chazan,1998). It has been thought for years that if students paid attention, took notes, and completed their assignments that they would learn. That does hold true for most learners but we now know that there are more variables involved "nature and nurture" Nature or genetics make up almost half of our natural ability to learn. Genetics affect every aspect of our life 's, from eye color, to height, whether we can run fast or jump high, is all determined by our genetics. Of course some of these things we can improve on, although you may not
References: Bower,B (2008) Body in Mind: Washington: Science Service, Incorporated (Sept-24-09) Bransford, J. (2000)How People Learn : Brain, Mind, Experience and School: Washington: National Academies Press Crane,T Patterson, S (2001). History of the Mind-Body Problem: New York: Routledge. Dreher, H (2004). Mind-Body Unity : A New Vision for Mind-Body Science and Medicine. The Johns Hopkins University. Jensen, E (2005). Mind and body: Teaching with the Brain in Mind (2) Association for Supervision & Curriculum Development. Linden D. E. 2003, (November) Cortical Capacity Constraints for Visual Working Memory: Dissociation of FMRI Load Effects in a Fronto-Parietal Network. Neuriomage, 20(3), 1518-1530 Marie, C (2008) The Mind Body Connection: 15, (10), 236. New York: Hearst Communications Inc (Sept-24-09) 1998 Designing learning environments for developing understanding of geometry and space, Mahwah, NJ: Erlbaum. Thornton C. (2000) Truth From Trash: How Learning Makes Since. Cambridge: Ma: MIT Press.