Learning-style responsive approaches for teaching typically performing and at-risk adolescents.
Chalk and talk lectures are hurting at-risk students achievement potential. Many at-risk students are not performing on standardized tests when they are taught using traditional teaching methods of lectures, note taking, and assigned reading and questioning. Furthermore, at-risk students usually struggle, lose interest and motivation and often become embarrassed or depressed by failure when taught under these methods. Many at-risk students struggle with processing new information globally and cannot follow teachers when they teach step-by-step. They also cannot sit still for more than a few minutes often do not remember or understand what they read. However, this articles shows that these students when involved in hands-on activity oriented lessons become engaged in their own learning.
When they are engaged, they show an increase in achievement and motivation. It is important that teachers understand that these student do not remember at least 70% of what they read or hear and they do not have the concentration to stay interested in the material in this format. While PowerPoint does provide visuals assisting many students, tactual and kinesthetic learners need more than just the visuals and videos that PowerPoint offers. The article suggests that students learn on their feet and stay active moving around the classroom while using manipulatives. These students are able to internalize comprehensive information using small motor movements. One social studies class placed document-based questions around the classroom and the teacher held an exam where the students had to move around the room and answer any five questions on an itemized list. This type of lesson proved to be beneficial to tactual and kinesthetic learners. Other teachers had students create TAKS based questions including multiple choice answers while another teacher designed a tic-tac-toe wall game where an X or an O was placed when students correctly identified literary elements.
This makes sense to me. I think we do a real disservice to students when force them to sit still during a ninety minute class. These are kids, they need to get up and move around and it does not surprise me that student achievement increases when students have the freedom to do so. As teachers, we need to do a better job of designing lessons that use manipulatives and require students to get up and move around. As adults, not having the ability to get up and move around is something we find frustrating. It is funny that we sometimes forget that our students feel the same way. I really like how the social studies teacher incorporated his exam into a “gallery walk” allowing the students to work independently, in pairs, or in small groups. I think we do a disservice to our students as they get older. In elementary we encourage student investigation, questioning, and...