Artifact 4 Learning Styles

PSC Online Teaching Endorsement Standards:

Candidates will differentiate instruction of students learning styles and needs and assist students in
assimilating and accommodating meaningful information. (II.i.IX)
My Learning Styles and Online Teaching Strategies in Consideration of Multiple Intelligences
Introduction
This paper will explore my interpretation of the affect of individual learning styles of teachers and
students on the learning environment. The learning styles discussed herein are based on Howard
Gardners theory as outlined in his book Frames of Mind: the Theory of Multiple Intelligences (Gardner,
1983). When I first read this assignment I feared that we were going to be asked to elaborate on the
theory of visual, aural, and kinesthetic learning styles. Those theories have been clearly challenged by
additional research (Learning Styles Debunked: there is No Evidence Supporting Auditory and Visual
Learning, Psychologists Say, 2009) I find Gardners basis for equating intelligence types to learning
styles much more credible, and one that I am interested in exploring. Having said that, however, it is
important to frame this discussion with the truth expressed in the Editors Note on the Edutopia site
where I took the Learning Styles Inventory quiz that is the basis for this paper. There is no scientific
evidence, as of yet, that shows that people have specific fixed learning styles or discrete intelligences,
nor that students benefit when teachers target instruction to a specific learning style or intelligence
(Learning Styles Quiz Results: Digging Deeper, 2015)
My Learning Styles Inventory
Three categories emerged as dominate in the results of the quiz I took. Scores of 92% for VisualSpatial, 81% for Intrapersonal, and 75% for Logical-Mathematical reinforce my own assessment of the
learning strengths I have. A score of 56% in the area of interpersonal intelligence explains the
occasional difficulty I have in being sensitive to the thoughts and feeling of others. The scores of 33% in
Linguistic explains why I hate what Im doing right now, and the score of 6% on musical is illustrative
of the reason I turned off the TV when the Grammys started just now following 60 Minutes on CBS. If I
wasnt cooped up on weekends doing lesson plans and grad school reading and assignments, I might be
able to spend some time doing things that would help me gain back some of my Naturalistic
Intelligences. As far as Bodily-Kinesthetic intelligences go, I gave up a long time ago trying to
consistently break a score of 100 on the golf course. Here are my results:

The Affect on My Teaching Styles

There is no point in going into a lot of
detail here. What you see above really
does define the way I teach. It also
explains why I teach Drawing and
Design. I love learning as much as
possible about the software technology
that I teach (intrapersonal); in a logical
way with emphasis on the geometric
principles involved (logicalmathematical); and with heavy
emphasis on the importance of size and
area as well as functional relationships
between components in a design
(visual-spatial).

Consideration of Student Learning Styles

In a perfect world all of my students would have the same learning styles as me and everything that I did
naturally to explain concepts and demonstrate skills would be easily taught. Because that is never the
case, it is important that I offer instruction in ways that are more easily understood by those students
whose intelligences fall in areas where I am weak.
One strategy that I already use in this regard is differentiation of project assignment criteria. I always try
to offer many options to students for the subject of a design project to be conducted. This allows them to
be more easily engaged in the process. For example, I may ask students to design something that could
be made from a piece of x 5 wood that is 18 long. Students will generally decide on something
that fits their interests. Projects ideas typically range from cute friendly toys to weapons (which I have
to reject), and everything in between; from musical or sports items, to complex mechanisms or items
from nature. However, I often hear them say they dont have any idea of what to design. If I were more
aware of each individual students inventory I could suggest something that might spark greater interest
in the project.
Another strategy that I could use if I were aware of individual students intelligences would be the use of
different types of explanation when they struggle with certain concepts and need clarification. An
example here would be the difference in explaining why a standard secondary bathroom is usually five
feet wide. One student might connect with the fact that a standard tub is five feet wide while another
might remember that because I tell them they can stand in the middle and touch both walls at the same
time. Another student might appreciate that the bathroom is large enough for a person to move around
in, but not so big that it makes them feel alone. Similarly, on the subject of bathrooms, some students
might understand that toilets are typically between the tub and the sink because it puts the larger sized
drain for the toilet between the two smaller drains. Another student might appreciate that hiding the
toilet there between the tub and sink gives it more privacy. The list goes on and on, and the possibilities
are endless.
My Conclusions
In spite of the lack of concrete evidence supporting any of the various learning styles theories, I know
from my limited teaching experience that everyone indeed learns differently. Can we differentiate our
instruction to meet the specific preferences and intelligences of every student all of the time? Of course

not! What we can, and should, do is offer as much variety as possible in the way we deliver the content
to be learned. Technology is the tool that will enable us to get better and better at that.
References
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Learning Styles Debunked: there is No Evidence Supporting Auditory and Visual Learning,
Psychologists Say. (2009, December 16). Retrieved from Association for Psychological Science:
http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-noevidence-supporting-auditory-and-visual-learning-psychologists-say.html
Learning Styles Quiz Results: Digging Deeper. (2015, Feb. 8). Retrieved from Edutopia:
http://www.edutopia.org/your-learning-styles
Reflection: (100-125 words) Reflect on why the artifact is important to online teaching, how it demonstrates mastery
of the standards given, and how it contributes to your understanding of online teaching and learning.

Differentiation of instruction is a very popular topic in discussions about teaching/learning practices.

Can anybody get a room full of educators to agree on a definition of it? We should forget about learning
styles, those theories have been dutifully debunked, and focus on Gardners Multiple Intelligences and
Metacognitive awareness. Finding and implementing the exact methods and strategies that work best for
every unique student is impossible. Helping them learn how to learn by understanding their intellectual
strengths and cognitive processes is not. The best learning is self constructed, and I believe in
motivating students to learn by assigning activities that promote and allow the exercise of individual
creativity.
1. This artifact is important when teaching online because as professionals we must stay keenly
aware of how our content delivery is personally received by students with diverse learning needs.
2. This artifact demonstrates mastery of the standards given by documenting the thoughtful
consideration I have given to the subject of this standard.
3. This artifact contributes to my understanding of online teaching and learning by compelling me
to carefully consider the ideas of educators whove bought into the concept of making teaching
fit the learners rather than helping the learners take responsibility for their own learning.