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Reidy, Virginia

Language and Language Development


UCSD
Professor Stephanie LaQua, M.Ed.
27 February 2016
Assignment 1B

Surprise, surprise, I love to talk! My results from taking the multiple intelligence surveys
confirmed what I know about myself, but also revealed some surprises. Although I have taken
surveys like this before, something about my learning style always seems to come into greater
focus with each one. Or perhaps my learning style changes with time and maturity. This time it
was interesting to see what a high score I received for Visual Learner (53) on the Learning
Styles Questionnaire. If I had guessed which would be highest, I would have chosen Kinesthetic
Learner, since I love to move when Im thinking or teaching. In the Multiple Intelligences
Survey, I scored highest, checking all the characteristics, in Interpersonal Intelligence, with
Verbal/Spatial Intelligence and Musical Rhythmic Intelligence coming in second and third.
In his book, Principals of Language Learning and Teaching, H. Douglas Brown examines
learning styles and learning strategies. When I considered the combination of my results, I was
able to look at the list of learning strategies from Browns book and recognize ones that would
probably be the most helpful for me, such as note-taking, imagery and cooperation.

Therein lies the value of finding out how students best learn in order to provide a wide
variety of learning opportunities to support them. Coincidentally, at my school, the San Carlos

Charter Learning Center, this very idea is embedded in its charter under the heading of
Pedagogical Strategies:
The SCCLC curriculum is based on the theory that individuals learn best when they learn from
their own personal experience. This is best described as the Constructivist Approach to learning.
In addition, there is a belief that each individuals approach to learning can be described by the
concept of multiple intelligences, i.e. linguistic, mathematical, intrapersonal, interpersonal,
bodily-kinesthetic, spatial, naturalistic, musical. This suggests that individuals learn more easily
when they have opportunity to use the Intelligence(s) or learning approach(es) they prefer.
Pedagogical strategies that are used at the school: project-based learning, integrated thematic
curriculum units, authentic experience, inquiry-based instruction, integrated arts, personalized
learning projects, enrichment sessions, and community service.

As a K-1 educator at SCCLC, this idea means I need to be aware of these various
learning styles, recognize them in my students (they dont take actual multiple intelligences
surveys until 3rd grade) and create a learning environment inclusive of all. A simple example
would be that when we learn a new letter, I approach the lesson in myriad ways. We write it,
sing it, brainstorm words that begin with it, build it with play dough, and create art with it. We
may even form our bodies into the letter. Through these different approaches, I learn the most
useful styles for the particular class/students I am teaching. Not only does this method help
students access the curriculum, it encourages students to try other learning styles and grow as
learners. One special project I do with my class each year is to teach them a full, three-minute
dance to popular music. It stretches all of us to step outside of our comfort zones (me included
since we perform it for the whole school including parents) and encourages us to rely on one

another. The childrens learning styles and personalities come into full view as we plan, practice
and perform our dance. Theres always the child who needs repetition, the one who boldly tries
(or creates!) new moves, and the reluctant child who needs coaxing and coaching. We learn how
a community of people with many different learning styles can work together to create
something together. We accommodate for each other and celebrate our uniqueness. Many parents
have said to me that theres no way their child will dance in front of a crowd. But with careful
community building, and respect and support for all learning styles, I have never had even one
child sit out.

Reading Browns article made me ponder how guiding English language learners would
be similar to the process of teaching the dance. The list of strategies he describes include some
that would pertain to both skills. For example, Learn to live with uncertainty by not getting
flustered and continue to talk or listen without getting every word, and Make errors work for
them, not against them (p. 132 Brown), could be applied in both instances. The key is to bring
out what works for individual children, and expose them to other strategies that might stretch
them to be more effective learners.

Keeping abreast of my own learning/teaching styles certainly raises my awareness of the


learning styles of my students. I hadnt previously connected the idea of how multiple
intelligences might affect language learning, and I am glad to have seen this relationship. It
makes sense that individuals bring their own characteristics and learning styles to all of their
learning. I want to study them further (perhaps take notes and make a visual chart to help me
remember and internalize them!) When planning for English language learners, I will keep these

styles and characteristics closely in mind, and build in the scaffolds to my lessons that give them
the best access to learning.

Sources:
Brown, H.D., Principles of Language Learning and Teaching, 5th Edition, 2007
"San Carlos Charter Learning Center." San Carlos Charter Learning Center. Web. 27 Feb. 2016.

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