Published 7/28/11
I am particularly excited by the information in this book because it greatly simplifies my approach to teaching. Yes, all teachers know about Gardner's multiple intelligences. Yes, we're trained for three learning styles (audio, visual, kinesthetic). Yes, we all agree that the material we present needs to be leveled for our students. Yes, we're on the lookout for further accommodations that help students achieve. Teachers are desperately trying to reach all students. BUT IT'S COMPLICATED AND CLASSROOM TIME IS SO SHORT!
Ms. Golon focuses on two types of learners: Auditory-Sequential and Visual-Spatial. Unfortunately, auditory-sequential strategies are entrenched in the classroom. According to her research, "more than one third of the study group (750 students) strongly preferred an visual-spatial learning style, whereas one four of the group strongly preferred an auditory-sequential style." Even more exciting, her research indicates that "more than 90% of the special education students...were visual-spatial learners."
Characteristics of the visual-spatial include difficulty in reading, intuitive responses (when the student doesn't know how they got the answer), figiting, inability to focus, disorganization, creativity, and a tendency to take things apart. They ask a lot of questions, often take extra time to respond, and have a well developed sense of humor.
As I read this, I see these "symptoms" describe my ADD, ADHD, Dyslexic, many of my Autistic, and my Learning Disabled students.
M. Golon presented several specific strategies that would help these students. Designed to charge the right hemisphere, they include color coding for comprehension and organization, strict classroom procedures, picture note taking, doodling, oral responses, focus on prediction, free movement, several class games, role playing, rubrics, and even recommended room colors and temperatures.
In addition to supporting my previous reading, Ms. Golon's practical approach to supporting these students inspires me to review my teaching practices and to further implement relevant strategies. The chapters focusing on reading and spelling will be particularly useful for my frustrated readers. This is the kind of material I look forward to reading in the summer. Armed with new tools, I can look forward to another year on the battle field.
I am particularly excited by the information in this book because it greatly simplifies my approach to teaching. Yes, all teachers know about Gardner's multiple intelligences. Yes, we're trained for three learning styles (audio, visual, kinesthetic). Yes, we all agree that the material we present needs to be leveled for our students. Yes, we're on the lookout for further accommodations that help students achieve. Teachers are desperately trying to reach all students. BUT IT'S COMPLICATED AND CLASSROOM TIME IS SO SHORT!
Ms. Golon focuses on two types of learners: Auditory-Sequential and Visual-Spatial. Unfortunately, auditory-sequential strategies are entrenched in the classroom. According to her research, "more than one third of the study group (750 students) strongly preferred an visual-spatial learning style, whereas one four of the group strongly preferred an auditory-sequential style." Even more exciting, her research indicates that "more than 90% of the special education students...were visual-spatial learners."
Characteristics of the visual-spatial include difficulty in reading, intuitive responses (when the student doesn't know how they got the answer), figiting, inability to focus, disorganization, creativity, and a tendency to take things apart. They ask a lot of questions, often take extra time to respond, and have a well developed sense of humor.
As I read this, I see these "symptoms" describe my ADD, ADHD, Dyslexic, many of my Autistic, and my Learning Disabled students.
M. Golon presented several specific strategies that would help these students. Designed to charge the right hemisphere, they include color coding for comprehension and organization, strict classroom procedures, picture note taking, doodling, oral responses, focus on prediction, free movement, several class games, role playing, rubrics, and even recommended room colors and temperatures.
In addition to supporting my previous reading, Ms. Golon's practical approach to supporting these students inspires me to review my teaching practices and to further implement relevant strategies. The chapters focusing on reading and spelling will be particularly useful for my frustrated readers. This is the kind of material I look forward to reading in the summer. Armed with new tools, I can look forward to another year on the battle field.
No comments:
Post a Comment
Please post comments. Be sure to leave your name.