DIFFERENCES
Every child’s brain is wired and then rewired differently depending upon the child’s experiences. What a child does in his/her life physically alters what his or her brain looks like.
These statements or similar ones are heard and read everywhere today–on the radio, T.V. talk shows, the Internet, popular literature, national educational and science conferences, teacher workshops, and in the news media. Most of us would probably say we have both heard them and agree with what they say. But do we really?
Yes, some teachers have embraced the brain-based philosophy and science, and are determined to create classrooms that are based on how each student learns differently. Also, many teachers would love to teach to individual differences, but their school administrators won’t allow it. Under the radar, some of these teachers have devised small ways to support individual brains (my hat is off to them for their courage). But there are still a large number of teachers who believe that children must begin the curriculum at the same place, respond to the teacher’s instructional approach in the same way, and complete the same assignments to pass.
SUPPORTS
What can we do to support learning differences in this age of traditional demands on students and naysayers on every corner? Here are some of my thoughts:
- Meet with each student individually as often as possible at a designated time, to talk about learning process and progress.
- Encourage students to share HOW they arrived at answers or approached a task, so you can learn how this child’s mind works and other students can learn some new strategies.
- Have students help or “tutor” other students, and then let each of the student pairs comment on the positive ways the other student approached the lesson.
- Give students options for ways to be evaluated on a unit–through a written exercise, a performance, creating a movie, etc.
- Provide different options for immersing students in activities: doing whole body activities (going on a field trip, building something), providing visual representations of concepts, doing primary source research in the library or on the Internet, creating a poster or journal describing the central themes, creating word searches, cooking a meal, making a garden.
- Keep a small notebook of thoughts about each student and periodically read what you have written. You can often get additional insights and formulate questions to learn more directly from the student from looking at what you wrote.
- Assess each student’s learning style and then talk with each student about ways that he/she can alter their home environment to make homework easier to complete.
- Allow students times they can move freely through the classroom, passing out materials, putting resources away, or finding a more comfortable place to work.
- Be sure to include alone time, reflective time, and some lessons that require that students work on their own. Collaboration and group work are the norm these days, but working individually is critical to self-knowledge too.
Most importantly find ways to build a relationship with each and every student. Listening to their stories, their feelings and fears, sharing something about your personal life. Create zones of safety within which each student will want to share his/her unique views and talents too.
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Photo Credits:
John Medina
Ethan Woods
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