
These are areas where I learn the best

Utilizing the information provided above I am able to add validity to how I have viewed myself and what other surveys like these say about how I learn and what I am interested in. I am a very balanced learner with a slight bend toward visual aspects. I like to see it mostly and occasionally I like variety in how I get information thrown at me. This will be useful for me as a high school educator in that I will most likely become bored using one form of delivery for my content. I'm sure my students would also become bored with the one form of delivery. I can use my creativity and orderly tendencies to give clear and fun lessons.
I have always been a proponent of delivery as the best way of reaching students. It's not that the subject matter is too difficult for them to understand or that they are unwilling to learn it. They are bored, don't see the relevancy, or plan out dislike your droning voice. They switch off and inevitably learn nothing and grow a distaste for your class and the content found in it.
By understanding many different interest areas and learning styles I as an educator can tailor my lesson plan so that it hits as many of these wickets as possible. Also by understanding and applying the idea of Multiple Intelligences I can set up my classroom in such a way that students can choose slightly different learning environments to be in. If this isn't possible, perhaps I can delineate time in the schedule to allow group work, or individual work time, times during which music is being played, and times at which it is completely quiet. Venues for class can even change. I love field trips. Depending on the class, perhaps it would be better to try and get the students out of the class room for a portion of time. Labs are especially useful. I feel that my original mentality on the subject is still valid. The student's learning is what's important, not how you do it. If you really want to lecture, but it just doesn't work - you need to change for their sakes, not yours.
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