Reflection Ch 4 on Classroom Orientations and Learning Styles

Reflections Journal: Chapter 4

Classroom Orientations and Learning Styles

Review

Classroom orientation is an educator’s view of why students are learning in the classroom.  There are two main approaches called the difference orientation and the deficit orientation.  It’s a difference approach when educators view minority students not as lacking, but as different.  It’s the deficit approach when educators view minority students as simply lacking and this is why they do poorly in school (AtKisson, 1991).

Learning styles group common ways that people learn.  There are at least 30 different instruments for assessing different learning styles (Noel, 2008). These inventories try to explain the difficulties students may encounter if they are not traditional linguistic or logical-mathematical learners.  For years, schools have based their curriculum around these two traditional types of learning styles but in 1983, Howard Gardner theorized much different intelligences. Dr. Gardner proposed that there are eight different ways to demonstrate intellectual ability.  These theories suggest that in order to reach student success, educators must alter strategies to meet individual student learning styles. Though there is no long-term research that supports these findings, significant research does lend itself to the affects of the teacher’s style and attitudes and knowledge base of their students.

Reflect

The difference approach is basically flawed in that it ascribes the deficiency on the part of minority student, and that we have to change the student rather than the school. Theories suggest changing the classroom by changing our way of teaching is more successful for all students.  Unfortunately there are educators who don’t want to be changed. They do not understand that students differ in intellect, value systems, learning styles, and the achievement of their potential contribution depends upon if student differences are acknowledged.  And this must be the educator’s responsibility, as students shy away from wanting to think of themselves as different, because the uninformed educator may think differences mean deficiencies (AtKisson, 1991).

 Determining learning styles and developing strategies to meet these styles is achieved by getting to know individual students through interaction with student and parents, observations, and assessments. Educators must assess completion of work tasks, ability to work and listen to others, participation levels, respecting self and others, ability to discuss, explain, make connections, debate, and support opinions, infer reason, re-tell, describe, report, and predict at individual student ability level. These skills sets maybe culturally sensitive and through research and careful planning, educators can build successful learning outcomes based on knowledge of their students.  

As special education teacher I am constantly sensitive to individual student communication abilities, fine motor abilities, cognitive functioning, and parent/student support and interaction.  In my classroom, I must deliver two sometimes three levels of instruction. For instance, I may need to produce materials that contain the word, word and picture, or just picture to reinforce a story read by teacher. While I deliver the lesson in a group forum, I must assess on three different levels.  For instance, one student may point to the answer from a field of three, the next student may be able to read the answer, while another student can repeat and retain.  Another example is instruction decisions for math instruction.  One student can complete regular single digit addition problems to demonstrate knowledge, while another student uses an adapted math curriculum with dots on the numbers to complete addition problems, while another student needs to count manipulatives to demonstrate knowledge.  My mission is to assess students to find their strengths and needs, and then implement units and lessons that engage and teach the entire class and then assess student knowledge using individual student learning styles and strengths.

Refine

How can I consider the unique needs of students from culturally and linguistically diverse backgrounds in the classroom?

·         Create an open and accepting classroom environment to ensure that students from all cultural and linguistic backgrounds feel comfortable in my class.

·         Keep expectations high by expecting the best from all students and be sure students are aware of my expectations.

·         Complete a needs assessment to determine the ethnic, cultural, and linguistic background of the school, students, and community of all students.

·         Accommodate culturally diverse families. Culturally diverse families may differ from the majority culture in areas such as discipline practices, home school communication, and school involvement.

·         Include books and stories in my curriculum to enhance understanding of other cultures.

·         Teach about sensitivity and acceptance issues by playing ethnic music, displaying cultural diverse literature and visuals and celebrating traditions, holidays and festivals. 

How can I develop student learning outcomes for students from culturally and linguistically diverse backgrounds in the classroom based upon student’s knowledge, skills, and abilities?

• .Know student’s demographics including race, nationality and language spoken in home

•  Know student’s parent/guardian information and make contact

•  Establish relationship and maintain contact 
• Develop student learning outcomes

• Incorporate any student specific cultural modifications

•  Identify a method to assess each of the student learning outcomes developed.

•  Engage in the teaching-learning process.

•  Assess whether or not the student learning outcomes are achieved.

• Evaluate the assessment technique and the level at which the outcomes are achieved.

• Make appropriate changes to the program to achieve desired outcomes.

• Evaluate student learning outcomes.