Students Learn

in Different

Ways

Teacher/Classroom Implications:

1. I will have to become

familiar with how each of my

students learn, so that I can

teach them to my utmost

possibility.

2. I have the responsibility of

learning how to teach in

different methods than how I

learned as a student.

3. As a teacher if I cannot get

the curriculum through to a

student it is my responsibility

to ask another teacher for help.

Research: It is almost a truism among teachers that students learn in different ways - for example, one student may be a visual learner, learning most easily by reading a lesson, while the student sitting next to her may be better off listening to an audio tape of the same lesson.

(Erichsen, 2010, para. 1)

Personal Reflection: As I went through school I found that I learned different then some of my friends. I found that when I was able to physically complete a project, like physics, chemistry or industrial ed., I would get a better mark. This made my learning style Bodily-Kinaesthetic; while my good friend found that he learned great by having a teacher put notes p and copying them down. Making his learning style more of a linguistic one. This difference happened between many of my friends.

Students

Want to

Learn

● ● ●

Personal Reflections: From my

time in school I found that

each one of my classmates

wanted to learn. As my

classmates and I delved deeper

into the curriculum we began to

ask more and more questions. I

found that by asking questions

and enjoying the teachings I

learned better, and was more

successful. Showing how we

wanted to learn.

● ● ●

● ● ●

Research: "As children

begin to accumulate

knowledge, they are

inherently curious and

eager to learn..."

(Howey, 1998, para. 4)

● ● ●

● ● ●

Teacher/Classroom Implications: 1. I

will be responsible for harnessing

my students will to learn and use

that to make them successful.

2. It will be my job to make the

students feel welcomed, and present

the knowledge in a way that is easy

to learn.

3.I will have to find ways to keep

my class excited about learning to

make sure they want to learn.

● ● ●

Schools Provide Some Stability in a

Students Life

Teacher/Classroom Implications: 1. It will be my

responsibility to make my classroom as inviting

and safe as possible.

2. My responsibility to my students is to be able

to be contacted for help outside the curriculum,

if I can without crossing boundaries.

3. As a teacher I will need to ask others to help

if the situation is beyond my control for

students.

Personal Reflection: I

had a classmate that had

a very rough home life,

and our school/teachers

allowed for him to gain

friends, and look at the

bright side of life. He

excelled in studies and

he is now pursuing post-

secondary education.

Research: "Stability in

family, residence, school

and school attendance

support better learning."

(Fowler-Finn, 2001, para. 7)

Students Learn

at Different

Rates

Personal Reflection: In certain

classes I found the curriculum

harder to learn, this caused me

to fall behind. My teachers took

the time to work with me and help

me grasp the teachings, allowing

me to catch up to the class.

While in other classes I was

ahead.

Research: "Students learn in different ways

and at different rates, and each student is at

a different place in the learning continuum."

(CCSDL Fundamental Practices, n.d.)

Teacher/Classroom

Implications: 1. I will

be responsible for

making sure my students

are with the class.

2. If a student falls

behind I will have to

take time and help them

catch up.

3. If I need help I will

ask a teaching assistant

to come and help the

student while I teach.

Students Learn Better When Motivated about the Material

Personal Reflection:

When motivated about

what I wanted to

learn my attention

span jumped up

tremendously, as did

other classmates. I

found my marks also

rose.

Research: "Motivation...is a

key factor in the success of

students...and teachers can

play a pivotal role in

providing and encouraging that

motivation..."

(Heick, 2012, para. 2)

Teacher/Classroom Implications: 1.

It will be my responsibility to

motivate my students to learn.

2. I will ask other teachers more

successful ways to make my class

exciting.

3. My responsibility will be to

teach the class in a manner that

both excites and teaches properly.

Students have the Right to Learn

Teacher/Classroom

Implications: 1. I will teach

students who are willing to

learn to my full ability.

2. It is my responsibility to

allow my students to gain the

knowledge they need to

succeed.

3. I will ask others for help

in teaching to satisfy my

students thirst for

knowledge.

Personal Reflection: Going

through school I did not

really want to be there,

but I found that I enjoyed

what I was learning. I was

glad I was able to attend

school and learn and

succeed. Fellow classmates

did not view the same but

they received the same

content I did, and have

used that to become

successful.

Research: Of all the civil

rights for which the world has

struggled and fought for 5,000

years, the right to learn is

undoubtedly the most

fundamental...

(Darling-Hammond, 1997, para. 1)

Students Learn Better

when Engaged in the

Class!

Research: Engagement must be at

the core of our goals as

educators, for an engaged student

finds wonder in their learning,

and they not only find meaning in

their studies, but they grow

personally, for a lifetime, as a

result of their learning.

(Walker, 2011, para. 1)

Personal

Reflection: I found

that when I was

engaged in the

class I could

focus, listen

better and my marks

rose drastically.

It wasn't just me,

my friends thought

the same thing, and

found that it

worked.

Teacher/Classroom Implications: 1. It will be my

responsibility to make my class as hands on as

possible.

2. I will find ways to make my class more

exciting and engaging for students.

3. I will ask other teachers for their ideas on

how to engage my students better.

Technology Helps Students

Learn

Research: ”Students can work through a

computer activity at their own pace. Rather than

25 individuals working together on one activity,

technology allows independent completion of

work."

(Building on Technology's Promise, 1999)

Personal Reflection: Social class was

a time when we always were

searching up topics or individuals.

The allowance of having personal

technology in class allowed for us

students to personally search

without having to waste the

teachers time. I have found that I

learned very well when I was able

to see something happen, like in

physics class I used my phone to

search up videos of what my

teacher was talking about, allowing

me to grasp the concept better.

Teacher/Classroom Implications:

1) I will need to monitor the proper

use of technology, to make sure

students are on topic.

2) I will be responsible for teaching

my students what they are

supposed to be searching and

the proper way to find it.

3) I will need to ask other teachers and

teaching assistants who have

worked with the technology I

will be using for suggestions

and what is the most efficient

way of using the technology.

Works Cited

Building on Technologies Promise: Computers and Constructivism.

(1999). Retrieved January 24, 2013 from

http://www.sedl.org/pubs/tec26/cnc.html

CCSDL Fundamental Practices. (n.d.). In Canadian Coalition of

Self-Directed Learning. Retrieved from

http://ccsdl.ca/fundamental-practices/

Darling-Hammond, L. (1997). The Right to Learn. New York Times.

Retrieved from

http://www.nytimes.com/books/first/h/hammond-learn.html

Erichsen, G. (2010). Do We Learn in Different Ways?. Retrieved

from http://spanish.about.com/b/2010/01/04/do-we-learn-in-

different-ways.htm

Fowler-Finn, T. (2001). Student Stability vs. Mobility. American

Association of School Administrators. Retrieved from

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=1078

4

Heick, T. (2012). 21 Simple Ideas to Improve Student Motivation.

Retrieved from http://www.teachthought.com/teaching/21-

simple-ideas-to-improve-student-motivatio/

Howey, K. (1998). Inquiring Students Want to Learn. BYU

Magazine. Retrieved from

http://magazine.byu.edu/?act=view&a=295

Walker, S. (May 10, 2011). Inspiring Students to Dream, Learn

and Grow. Retrieved from

http://www.scilearn.com/blog/engaged-student-brain-based-

learning.php