Not exact matches
But one unanticipated consequence has driven me to distraction — and that's the tendency
of many people, including persons whom I cherish, to credit me with the
notion of «
learning styles» or to collapse «multiple intelligences» with «
learning styles.»
It requires us to unlearn and relearn some
of the traditional
notions related to the
learning style / preference, and the dimensions and the elements
of learning design.
It requires us to unlearn and relearn some
of the traditional
notions related to
learning styles and preferences, and the dimensions and the elements
of learning design.
Christensen, Horn, and Johnson also embrace a close cousin
of multiple intelligences:
learning styles theory, the
notion that students
learn material best that is presented «in ways that correspond to how their minds are wired to
learn.»
This
notion of individualized
learning styles has gained widespread recognition in education theory and classroom management strategy.
The
notion was that learners absorb and retain information better if they are taught from the perspective
of their preferred
learning style.
In its one - sided support for a particular
style of math instruction, Elizabeth Green's article acts as a megaphone for these dog whistles, the misguided
notions that, although seemingly innocuous to most people, are packed with meaning for partisans
of inquiry - based
learning.
A problem with Loveless's argument is that many
of my fellow «disruptors» and I who think that it is important to disrupt the education system think this way not under the mindset that it will — or should — help with multiple intelligences or
learning styles, but instead because
of a simpler and more rigorously tested
notion that is far less ideological than Loveless assumes.
In relation to parenting
styles, evidence that the maturation
of EF during early childhood is positively correlated with maternal scaffolding (e.g., Landry et al., 2002) is consistent with the
notion that children
learn self - regulation and many other aspects
of EF by internalizing skills that are conveyed through social discourse (i.e., routines, symbolic systems, and other cultural tools), especially skills that are verbally coded (Vygotsky, 1978).