Exploring learning styles: developing a flexible teaching approach: reflections on Pedagogy Saturday VI.

Exploring learning styles: developing a flexible teaching approach: reflections on Pedagogy Saturday VI. If only one size did fit all.... If only teaching were as easy asone plus one equals two--a mathematical problem Mathematical problem may mean two slightly different things, both closely related to mathematical games:general meaninga question that can be answered with the help of mathematics ; formal meaning : any tuple (S, C( ), r with a single solution.But teaching involves people, not numbers, and while numbers can beplugged into formulae to yield predictable equations, people cannot.They are not perfect squares; they come in many shapes and sizes; theyact and react in such a way that similar problems must frequently beapproached from different angles. It makes sense, then, that teachingshould be as variable as the people it involves. Clearly, one size doesnot fit all, and teachers should try to mold their methods to fit theirstudents instead of trying to mold their students to fit their methods. This was the theme of Pedagogy Saturday VI, "Developing AFlexible Teaching Approach," a fascinating day filled with sessionsdevoted to understanding differences as a means to teaching moreeffectively. From sessions on intuitive versus non-intuitive learningand temperament-based teaching and learning styles to addressing thevarious stages of human development, each session provided compellinginsight into how to adapt our teaching methods to accommodate the needsof different students. "Teach as you were taught" is a philosophy with whichmany of us are familiar. And yet it is no surprise that, in practice,teaching as we were taught is frequently ineffective. Why? Because, inspite of the possibilities suggested by genetic engineering, we are nothuman clones. Every human being is born with a unique geneticconfiguration into a unique environment. The result is a unique learningstyle. This was the premise of the opening session, "No DumbStudents: Teaching the Non-Intuitive Student," by Earl Oremus,headmaster of the Marburn Academy in Columbus, Ohio Columbus is the capital and the largest city of the American state of Ohio. Named for explorer Christopher Columbus, the city was founded in 1812 at the confluence of the Scioto and Olentangy rivers, and assumed the functions of state capital in 1816. , a school forchildren with learning differences such as dyslexia dyslexia(dĭslĕk`sēə), in psychology, a developmental disability in reading or spelling, generally becoming evident in early schooling. To a dyslexic, letters and words may appear reversed, e.g. and AttentionDeficit Hyperactivity Disorder attention deficit hyperactivity disorder(ADHD), formerly called hyperkinesis or minimal brain dysfunction, a chronic, neurologically based syndrome characterized by any or all of three types of behavior: hyperactivity, distractibility, and impulsivity. . Most of us chose music as a profession partially because we weregood at it, said Oremus. We may have known intuitively how to create abeautiful phrase and were probably rewarded for this talent. Asteachers, however, we often forget that we are not all"talented" in exactly the same way. We forget that ourstudents may not see, hear, think and feel exactly as we do, and theyare living in an era and environment distinctly different from the onein which we grew up. And so, we get frustrated frus��trate?tr.v. frus��trat��ed, frus��trat��ing, frus��trates1. a. To prevent from accomplishing a purpose or fulfilling a desire; thwart: when teaching methodsthat worked for us do not work for them. Effective teaching depends on recognizing the differences betweenintuitive and non-intuitive learning styles, explained Oremus. Whileintuitive learners usually have an affinity for the activity at hand,non-intuitive learners may have an aversion to it. Intuitive learnersare motivated by challenge, are able to persist despite setbacks and areemotionally self-supporting; whereas, non-intuitive learners feeldefeated by high levels of challenge, are unable to persist in Verb 1. persist in - do something repeatedly and showing no intention to stop; "We continued our research into the cause of the illness"; "The landlord persists in asking us to move"continue the faceof failure and require a supportive environment and teacher. Intuitivelearners are able to perceive the syntax, structure and mechanics of thediscipline effortlessly or unconsciously; non-intuitive learners cannotdeduce de��duce?tr.v. de��duced, de��duc��ing, de��duc��es1. To reach (a conclusion) by reasoning.2. To infer from a general principle; reason deductively: each step from the last but must be taught each segment overtly.Intuitive students require less intensive, less detailed, less carefullysequenced instruction than do non-intuitive learners; they also progressmore rapidly, require less practice and review, and retain material moreeasily. Problems arise from teachers' lack of recognition of the abovedifferences; namely, our inclination to value and reward the intuitivelearner as a "good" student and to see the non-intuitivelearner as a "bad" student. We are not inclined to seelearning differences as evidence of the need for teaching differences.Rather, we lack training in teaching methods effective for non-intuitivestudents and expect to have a class of exclusively intuitive learners.We assume everyone learns at the same rate and emphasize competitivegrading systems. Oremus proposed numerous strategies for reaching the non-intuitivestudent. The first step, he said, is to overcome the student'sdistaste for the activity--help him or her experience the joy of music.Only then should the issues of technique, work ethic work ethicn.A set of values based on the moral virtues of hard work and diligence.work ethicNouna belief in the moral value of work and refinement beaddressed. Learning must be broken down into small segments, with eachstep sequenced from simplest to most complex. Teaching must be directrather than through induction or inference; abstractions must be madeconcrete; and rules and patterns must be established before exceptionsor ambiguities are introduced. Various techniques (auditory, visual,tactile tactile/tac��tile/ (tak��til) pertaining to touch. tac��tileadj.1. Perceptible to the sense of touch; tangible.2. Used for feeling.3. and kinesthetic kin��es��the��sia?n.The sense that detects bodily position, weight, or movement of the muscles, tendons, and joints.[Greek k ) as well as supervised and independent practicetime, drill, review and time management must be employed to fosterretention and fluency. Tasks must be given a clear structure, feedbackmust be given and desired behavior must be frequently rewarded. In sum, said Oremus, if students learn differently, then we mustteach differently; in order for them to learn from us, we must learn howto respect their differences. After all, as Oremus concluded, quotingWill Rogers, "We are all ignorant, only in differentsubjects." Ages and Stages While human beings are unique, they are similar in that theyundergo identical stages of development: infancy, childhood, adolescenceand adulthood. Each one of these stages is characterized by certainemotional, intellectual and physical changes that must be addressed foreffective teaching to take place. This was the theme of "Ages andStages: Is that the Same Child I Taught Last Year?" sessions, whichaddressed the differences in teaching approaches necessary for variousage groups. Teaching young children and elementary students can be an absolutedelight. It also can be fraught with difficulty. Short attention spansand high emotional dependency often result in a need for excessiveparenting and patience. In spite of their limited verbal skills, babieshave distinct personalities that manifest themselves in differentlearning styles, said Kenneth Guilmartin, founder of Music Together andpresenter of the session, "Learning the Language: Even Babies HaveLearning Styles." The more willing the teacher is to adjust his orher expectations, he said, the quicker the baby will learn. As the babyenters childhood, he or she becomes ready to graduate from educationalplay to more formal instruction. But for the bud to blossom, the teachermust provide plenty of shrubs and flowers (variety) along with healthydoses of water, sun and fertilizer (loving care), said Donna Brink Fox,chair of music education at the Eastman School of Music Eastman School of Music:see Rochester, Univ. of. and presenter of"Buds and Blossoms: Designing a Landscape for the MusicalDevelopment of Young Children." In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke"put differently , it is crucial atthis stage to find creative ways of motivating children so they canstill have fun in a more formal learning environment. In adolescence, a surge in cognitive development permits moreabstract, hypothetical thinking, a deeper appreciation of beauty andart, and the utilization of information in a more sophisticated way.Attention span, processing speed See MHz. and memory improve, as doproblem-solving skills and self-understanding. The child who neededfrequent breaks is suddenly able to focus for longer time periods. Ifonly it were not for the physical and emotional growth spurts growth spurtPediatrics A period of rapid growth in middle adolescence; ♀ ↑ ±8 cm/yr ±age 12; ♂ ↑±10 cm/yr ± age 14; GS is orderly, affecting acral parts–ie, hands and feet grow before proximal regions, that maketeaching and parenting such an adventure at this age! Is that the samechild I taught last year, we ask. Dealing with the adolescent can be rewarding, but it also can bequite exasperating, commiserated Kim Dolgin, professor of psychology atOhio Wesleyan University “OWU” redirects here. For other uses, see OWU (disambiguation).This article concerns Ohio Wesleyan University in Delaware, Ohio; a number of other colleges and universities have names that include Wesleyan. in Delaware, the presenter of "Resonating res��o��nate?v. res��o��nat��ed, res��o��nat��ing, res��o��natesv.intr.1. To exhibit or produce resonance or resonant effects.2. with Rebels: Establishing a Positive Relationship with the AdolescentStudent." During adolescence, the physical changes of puberty puberty(py`bərtē), period during which the onset of sexual maturity occurs. cancause embarrassment and self-consciousness, and the emotional changescan provoke moodiness and depression. Increased cognition cognitionAct or process of knowing. Cognition includes every mental process that may be described as an experience of knowing (including perceiving, recognizing, conceiving, and reasoning), as distinguished from an experience of feeling or of willing. may lead toegocentricism that may manifest itself in rebelliousness,self-righteousness and total self-absorption. Peer influence becomesextremely important as the adolescent strives desperately to conform.Patience and sensitivity are crucial at this stage to be successful atharnessing the adolescent's boundless energy during this tumultuoustime. Though teens do outgrow outgrowverb To change the relationship with a condition or structure by dint of ↑ age or size; while children outgrow clothing, and certain behaviors, they rarely outgrow diseases–eg, asthma adolescence, many of their insecurities andgeneral tendency toward skepticism often carry over into the collegeyears. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the well-known psychologist A.W. Chickering, thecollege student struggles with seven principal issues, explained JudithPiercy, director of judiciaries at Ohio University Ohio University,main campus at Athens; state supported; coeducational; chartered 1804, opened 1809 as the first college in the Old Northwest. There are additional campuses at Chiillicothe, Lancaster, and Zanesville, as well as facilities throughout the state. in Athens andpresenter of "Who Are these Students Anyway?" These issuesinclude: 1) achieving intellectual, physical and social competence; 2)managing emotions; 3) becoming emotionally and instrumentallyindependent; 4) establishing identity; 5) becoming more comfortable withinterpersonal relationships; 6) clarifying purpose in career andlifestyle; and 7) developing integrity and a personalized per��son��al��ize?tr.v. per��son��al��ized, per��son��al��iz��ing, per��son��al��iz��es1. To take (a general remark or characterization) in a personal manner.2. To attribute human or personal qualities to; personify. value system.Sensitivity to these complex issues is essential in becoming aneffective college teacher. The student also may struggle to find his orher ethical and cognitive center, leading to a general indecisiveness in��de��ci��sive?adj.1. Prone to or characterized by indecision; irresolute: an indecisive manager.2. Inconclusive: an indecisive contest; an indecisive battle. .In this period of uncertainty, when the student seems to be continuallyvacillating, it is helpful if the teacher can remain as centered andfocused as possible, said Piercy. A teacher with a firm sense of selfand direction can offer the student some much-needed balance on theturbulent course toward personal affirmation and commitment. It was interesting how the above theories on learning developmentfigured into the afternoon panel discussions on video clips ofindividual lessons and group master classes. In the video clip of amaster class by William Westney, professor of music at Texas TechUniversity in Lubbock, college students engaged in a "looseningup" exercise, passing around a ball, and playing and dancing withit in response to the music. Dolgin reminded us that this is exactly howtwo-year-olds respond to music, and this kind of activity can beextremely helpful in rekindling the kinesthetic sense kinesthetic sensen.See myesthesia. that often wanesas we get older, she said. These activities also can inspire synergyrather than competition, which is exactly why fraternities andsororities See also: FraternityThe terms "fraternity" and "sorority" (from the Latin words frater and soror engage in group bonding rituals, she added. Piercy noted thatthis kind of activity can help older students deal with one of theChickering issues, physical and interpersonal competence and confidence,for as students become more physically comfortable with themselves, theyalso learn to trust their peers. Sylvia Wang, professor of piano atNorthwestern University Northwestern University,mainly at Evanston, Ill.; coeducational; chartered 1851, opened 1855 by Methodists. In 1873 it absorbed Evanston College for Ladies. , remarked eloquently that the activity seemed tobring out the students' "inner child" and illustrated howpassing around a ball could be interpreted as a physical metaphor forthe musical passing of one phrase to another. Humans are Animals Human beings may go through the same developmental stages, buttemperamentally tem��per��a��men��tal?adj.1. Relating to or caused by temperament: our temperamental differences.2. Excessively sensitive or irritable; moody.3. , they are different animals. This was the theme of"Introducing the Animal Kingdom--It's a Jungle Out There? and"Looks Like an Ape to Me!" presented by Keith Golay, professorof psychology at California State University Enrollment in Fullerton and creator ofthe "Temperament Teaching Model." People are fundamentallydifferent, he claimed, born with a unique set of genetic traits thataffect the way they think, act, perceive, feel and desire. Understandingdifferences in temperament is one key to forming successfulrelationships. According to the noted psychologist Keirsey, there are four basictemperament types: the impulsive im��pul��siveadj.1. Inclined or tending to act on impulse rather than thought.2. Motivated by or resulting from impulse.im��pul , spontaneous Artisans; the responsible,rule-governed Guardians; the analytical, theoretical Rationals; and theromantic, diplomatic Idealists. For easy identification, Golay assignedeach temperament type an animal: an ape for the Artisan; a bear for theGuardian; an owl for the Rational; and a dolphin for the Idealist i��de��al��ist?n.1. One whose conduct is influenced by ideals that often conflict with practical considerations.2. One who is unrealistic and impractical; a visionary.3. . Eachanimal or temperament type has specific characteristics that manifestthemselves in unique learning and teaching styles. Apes/Artisans are considered spontaneous learners. They areimpulsive and need constant stimulation. These kinds of students needplenty of physical movement and novelty, said Golay. If entranced by anactivity, such as practicing, they can go for hours on end. Apes enjoycontests and competitions and like to show off. Musical prodigies andOlympic athletes are examples of apes. Artisan teachers are Experiantialists, who prize experience as thebest teaching tool and focus on improving their students'performance through building their confidence and interacting in aplayful manner. Like cheerleaders Notable cheerleadersPaula Abdul, Los Angeles Lakers, Van Nuys High School Christina Aguilera, North Allegheny Intermediate High School[] Kirstie Alley Ann-Margret Toni Basil Kim Basinger Halle Berry Sandra Bullock[0] , they aim to inspire their team toperform at their best. Bears/Guardians are considered actual routine learners. They areresponsible, stable and reliable. These students tend to be cooperativeand conformist con��form��ist?n.A person who uncritically or habitually conforms to the customs, rules, or styles of a group.adj.Marked by conformity or convention: and desire to meet the teacher's expectations, saidGolay. They like drill and routine and find comfort in knowing exactlywhat to do, sometimes feeling intimidated by more creative activitieslike improvisation and interpretation. Golay named Guardian teachers Traditionalists because they followstandards that are handed down, teaching as they were taught andutilizing methods that have "stood the test of time." Theyutilize explanation more than demonstration and consider thetransmission of information to be of primary importance. Owl/Rationals are conceptual specific learners. They are calm, cooland collected by nature. These students enjoy solving problems and arehighly curious. They are often skeptical and desire answers to theirquestions, wanting to know specific practice techniques and thereasoning behind them. Rationalist ra��tion��al��ism?n.1. Reliance on reason as the best guide for belief and action.2. Philosophy The theory that the exercise of reason, rather than experience, authority, or spiritual revelation, provides the primary teachers are the Pragmatists; they are logical andpractical in their approach, remarked Golay. They encourage theirstudents to set their own expectations and focus on assisting them toreach their goals. They also like innovation and experimenting withdifferent teaching approaches to fit different students. Dolphins/Idealists are conceptual global learners. They tend tovalue people and relationships more than actions, responsibilities orcompetencies, striving to be sincere and communicate with others in anempathetic em��pa��thet��ic?adj.Empathic.empa��theti��cal��ly adv. manner in order to be liked. These types of students arecooperative and interested in building a harmonious relationship withtheir teacher and peers. They tend to be enthusiastic and like toexpress themselves; for them, music becomes a means of self-expression.Dolphins like to be recognized as unique and special and are easilybored with the routines and drills so valued by the Guardians, notedGolay. Golay likened Idealist teachers to Catalysts. Catalysts focus onbringing out the best in each student by developing strong personalrelationships, he explained. These types of teachers are naturallyempathetic and easily give encouragement. Like Rationalists, they try tomatch the instruction to the student and are willing to use many typesof aids to help the student learn. Of all types, Catalysts seem to taketo teaching most naturally and easily. It was interesting to learn the results of a survey completed priorto this session, in which, utilizing a Keirsey scoring system Noun 1. scoring system - a system of classifying according to quality or merit or amountrating systemclassification system - a system for classifying things , membersof the audience scored themselves according to the fourtemperament/animal types. As it turned out, most people were eitherdolphins or bears. This is no surprise, said Golay, as teaching tends toattract these specific types. In the late afternoon session, where we viewed video clips oflessons, we laughed and reflected as we recognized images of ourselvesand our students in the various teaching and learning models.Identifying who was what became something of a game. Was he a dolphin oran ape? Was she an owl or a bear? Sometimes the answer was obvious;other times it was not. What did become clear, however, was that likeseemed to attract like. Dolphins enjoyed splashing around together, andapes relished egging each other on. Does this mean that, in order to be effective, teachers must bechameleons, changing color with every student, behaving like an ape whenreally feeling like a bear, asked one member of the audience. No, saidGolay, but we do need to remember which approaches work best with whichanimals and to do our best to accommodate these differences. Apes likemotivational rewards, he said, be they bananas or gold stars. Owls likea mixture of routine and lecture, lest they become bored. Dolphins likea personal, sensitive approach, preferring not to dwell on to continue long on or in; to remain absorbed with; to stick to; to make much of; as, to dwell upon a subject; a singer dwells on a note s>.- Shak.See also: Dwell the technicalaspect of music making. And bears like structure and responsibility,enjoying fulfilling an assignment and reporting back on their progress. Isn't this too simplistic sim��plism?n.The tendency to oversimplify an issue or a problem by ignoring complexities or complications.[French simplisme, from simple, simple, from Old French; see simple , asked one member of the audience.In reducing human temperament to four kinds of animals, are we notdefeating our original purpose? That is, if, in fact, we are all unique,then by classifying and categorizing one another, are we not ignoringour differences and perpetuating the very stereotypes that we sodisparage dis��par��age?tr.v. dis��par��aged, dis��par��ag��ing, dis��par��ag��es1. To speak of in a slighting or disrespectful way; belittle. See Synonyms at decry.2. To reduce in esteem or rank. ? Whether we are a menagerie of a million or an even family of fouris not important, said Golay, for it is the utility of theclassification, not the classification itself, that matters. Will thistheory help us improve our relationships and job performance, he asked.If so, then it is indeed useful. The truth is, human beings have always had and will forever have aneed to classify the world around them. Man or woman, woodwind or brass,Democrat or Republican, things are what they are because of what theyare not--and only because of what we have made them. That is how we makesense of the world. That is how we communicate, in fact. Language is aclassifier without which we feel lost, said Golay. Perhaps that iswhy--child or adolescent, owl or bear--we turn to music to expressourselves. In that way, intuitively, we are all alike. Rebecca Rischin is associate professor of clarinet clarinet,musical wind instrument of cylindrical bore employing a single reed. The clarinet family comprises all single-reed instruments, including the saxophone. The predecessor of the modern clarinet was the simpler chalumeau, which J. C. and chair of thewoodwind division at Ohio University School of Music in Athens. Herbook, For the End of Time: The Story of the Messiaen Quartet, is beingpublished by Cornell University Cornell University,mainly at Ithaca, N.Y.; with land-grant, state, and private support; coeducational; chartered 1865, opened 1868. It was named for Ezra Cornell, who donated $500,000 and a tract of land. With the help of state senator Andrew D. Press.