In the Classroom with Style

There are many ways to think about stylistic differences in the classroom. But, it is quite another story to address learning style differences effectively.

Why? Because style is integral to the individual and to the dynamics of learning. It is everywhere in the life of a school and its classrooms. But, style always needs to be understood as an individual experience.

Each of us has a natural style but most of us have also learned a wide variety of adaptable skills. We need choices in order to develop our natural style and we need "bridges" to learn how to adapt effectively outside of our style. Attempts to address style by adding it on as another layer of activity in the classroom only piles more work on the shoulders of already overburdened teachers in ways that are seldom effective for learners.

Rather, let us look at style as a way to see what is truly essential for the individual and to understand how we can keep open the pathways to learning by honoring the "essence" of the person within the best practices of teaching. The questions below have been the guiding questions in our work and writing. Use them to reflect on the "wholeness" of style in yourself, your students, and your decisions.

School Culture/Classroom Culture
 How does my school and classroom reflect respect for each individual as a person with an individual style, as someone with a cultural heritage, as a human being worthy of dignity and attention?
Expectations
Do I believe that all learners can succeed for themselves and achieve their personal potential?

Do I set high expectations for every learner?
The Teacher's Style
Do I know and understand my strengths, limits and stressors?

Do I see how my natural approach has its own built-in biases?

What knowledge, skills, and understanding do I need to move beyond my personal preferences in order to meet learners' needs?

The Learner's Style
Do I have knowledge and understanding of the many ways in which learners with different styles experience the learning process?

Do I have the knowledge, skills, and understanding to help learners figure out their learning needs?

Communication
How do I communicate with different styles?

How do I make sure that my approach invites learning?

How do I open myself to truly hear others' views?

How do I convey that I listen?

How do I lessen my defences when others disagree with me?

Curriculum
Do I use a curricular planning process that guides learners towards important understandings, concepts, outcomes, and skills so that they experience a high-quality curriculum?

Do I engage learners with real-world performances that allows them to use their strengths, but also to explore their abilities to think in different ways and stretch their capacity as individuals?

Cooperative and Collaborative Approaches
How do I use a balance of cooperative and collaborative approaches in the classroom to
• provide all learners with processing time
• meet the needs of learners who must engage with others in order to learn
• develop interpersonal and social skills?

How do I build bridges within cooperative learning activities so that all styles can participate effectively?

Critical and Creative Thinking
How do I differentiate higher-level questions and learning activities so that all learners are challenged?

How do I include the element of choice so that learners have opportunities to work from their deepest capacities?

Bridges to Learning Style Differences
How do I "bridge" to learning styles so that students can figure out how to work outside of their style?

How do I "bridge" to learning styles so that students can develop capacity beyond their own preferences?
Understanding Levels of Thinking
How do I relate Bloom's Taxonomy to my understanding of style so that I know what learning looks like for all styles at each level?

How do I avoid asking questions at low levels for some styles and at higher levels for others?
Connections to Multiple Intelligences
How do I see style within Gardner's intelligences? Does a graphic designer have the same visual style of intelligence as an impressionist artist?

How can I honour stylistic differences within intelligences?
Connections to Modalities
How am I aware of stylistic needs within modalities?
Differentiation with Style
In what ways do I differentiate for ability?

Do I question whether I prevent some students from achieving at higher levels by offering higher level work only within certain styles?

In what ways do I differentiate for ability with an understanding of style?

Do I think about ways in which differentiation for style might promote higher-level thinking?

Assessment
 Do I see instruction and assessment as a seamless process in achieving standards?

In order to verify what my students know and understand, do I
• use a variety of traditional assessments?
• incorporate a major performance-based assessment into most units?
• infuse authentic assessment whenever feasible?

Do I provide appropriate criteria and indicators of success for students?

Do I build style bridges and learning scaffolds so that students are able to understand and meet expectations?

Common Misperceptions about Style in the Classroom

Teachers worry that they need to identify each students learning style and provide an individual plan. On the contrary, teachers who work effectively with ViewPoints
• do not test or label students for style
• talk with their students about stylistic differences in general, not with specific labels.
• help them understand how to ask for learning bridges when needed
• anticipate ways in which learning activities pose a style conflict and provide appropriate scaffolds
• use a variety of styles often so that students have guided practice in many ways of learning.

Teachers raise the question whether differentiation for style waters down the curriculum. On the contrary, differentiation for style using the Strategy Chart for Learning Styles, Levels of Thinking, and Performance enhances the curriculum when done appropriately. This means
• Develop learning activities with style after the curricular unit has been planned with clear outcomes and assessments so that all students are expected to meet the outcomes.
• Honor the different ways in which students may need to get to the outcomes.
• See the value in asking students to work from different angles in arriving at a final performance.
• Look for development of ability in the students' work, not in the activity itself.

Teachers suggest that we should insist that all students learn the "basics" because the real world does not cater to style. On the contrary, student do learn the basics.
• Teaching with style does teach "the basics." However, the way in which "the basics" are mastered will vary according the the learning needs and style of the student. Teaching for "basics" does not mean drilling with worksheets—mastering worksheets is definitely not the way the real world works!

Teachers question how students can perform well on standardized tests if they are given choices. On the contrary, our research has shown just the opposite.
• When teachers incorporate style into quality teaching, students actually understand what they are learning and retain the ability.
• Brain research tells us that "all learning is emotional." With style—using an approach that is meaningful—students have an emotional hook to their learning.

 

A SAMPLER of PRACTICAL APPLICATIONS

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