EXAMINATION ED2135 Question 3.

EXAMINATION ED2135
Question 3.

Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.


"The quest for knowledge is the result of innate curiosity in everyone. Find a way to nurture this drive in children, and they will consume knowledge as a thirsty person drinks water." –Greg Henry Quinn, 365 Meditations

Educators looking for ways to provide for the diversity of learning styles can find a wealth of inspiration in Howard Gardner's theory of multiple intelligences. According to Gardner, we possess not one but multiple intelligences. Gardener postulated that children learn best when their entire range of capability is addressed and when multiple connections are encouraged in a balanced way. For deep learning to occur students require engaged and meaningful contact with a broad spectrum of classroom methods and activities.

Gardner's model of multiple intelligences provides a solidly grounded structure that can be used in designing a full-spectrum learning environment for students. Because each child possesses all intelligences, a truly integrated curriculum can be developed to address every intelligence in a balanced way. In my experience, each student has a unique way of emphasizing certain intelligences over others. It is therefore the task of the teacher to find a way to recognise and enhance these intelligences through a variety of educative experiences. As there are bound to be a broad range of learning abilities and styles, I would suggest that the classroom is set up to cater to this diversity. As a teacher in a school interested in a truly holistic education, I would suggest that all teachers brainstorm strategies to appeal to a diverse range of intelligences, including designating a specific area in the classroom for each of the intelligences. For example, each classroom might include a library (linguistic), a math/science lab (logical-mathematical), films, slides, videos, diagrams, charts, maps, art supplies, cameras, telescopes, graphic design software, three-dimensional building materials, optical illusions, visualization activities, and drafting (spatial), a carpeted open space, (bodilv-kinesthetic), a listening/performing centre, including musical instruments, earphones, computerized sound systems and CDs (musical), a group discussion table, cooperative learning, interactive software, Internet, group games and projects, discussions (interpersonal), a quiet retreat area, for example a loft, diaries and journals, meditation, and self esteem activities (intrapersonal), and an ecology area, access to animals and nature (naturalist).

In an art lesson we aim to enrich each students' learning experience by creating a classroom climate that supports all eight of Howard Gardner's multiple intelligences. Initially we must discover the student’s multiple intelligences profile. This can be done at a high school level with student involvement and can be a fun and engaging activity. There are numerous online resources to facilitate the initial analysis of their learning style. Sometimes I have students do research on a particular topic that they are then asked to present to the class in their ideal chosen manner. Students need to consider resources and if applicable write the directions for an activity they would like to do in class.

Wherever possible I like to appeal to a range of senses when presenting new information. It may be possible for students to see it, hear it, taste it, smell it, touch it, and feel it. Students are encouraged to approach a problem in many different ways, to engage in critical reflection, to embrace ‘mistakes’ as an opportunity to learn. I always say to students that out of a potential of 100% for getting the answer ‘right’, there is always another 10% for getting the answer ‘wrong’, documenting the process, and going on to overcome and triumph over their obstacles. This in turn should create an environment where there is a tolerance for mistakes, which could also have wider, positive social implications.
I like to offer practical meaningful experiences. Often students create their own useful inventions; or work on an existing design brief for a real client. We also like to make a regular exhibition of student works, where everyone is involved and represented. Connecting learning to potential careers is also important in my area of teaching. We often have practicing artists come to the school to showcase their practices or take students to visit artists studios. Artist’s in residence is another area for student exploration of learning. Field trips and excursions can provide students with opportunities for bodily-kinesthetic learning and sustained engagement where deep learning can also occur.

Often we will warm up to a activity with a design challenge allowing students to flex their brains and encouraging students to "think out of the square.”

The task of the teacher is to motivate all learners such that they enjoy learning experiences and approach learning willingly because they view it as personally significant. This is when deep learning can occur.

Designing a motivating classroom requires specifications facilitating motivation among all learners by firstly finding out what motivates them and then setting up the classroom accordingly. Students must feel safe, respected in their diversity, received in their ability, encouraged in a way that is respectful, and have a certain autonomy to achieve their goals. Their work must be purposeful and worthwhile and they need to have a degree of success as well as a feeling that the learning is fun.


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"The trick is to create an environment that's purposely planned — and then step back and observe how the students are thinking. The planning takes a lot more time than moving from page to page in a textbook, but the reward is in the creativity." –Marian Peiffer, Educator