This week reading assignment explored different methods of enhancing and extending learning styles in the CALL classroom. According to Dr. Karen Y. Ngeow, noted authority on the subject and author of the article, Classroom Practice: Enhancing and Extending Learning Styles Through Computers, "if students are to enhance the way in which they learn language, they first must be willing to take responsibility for their own learning, work collaboratively with their peers, and investigate different methods of practicing". (Ngeow 1999)
Ngeow expressed the importance of teaching students to be "conscious" of their individual strengths and weaknesses in regards to learning styles. In the article noted above, she detailed three learning style principles. (Ngeow 1999)
- Learners who are more conscious of their learning of their learning styles make better use of learning opportunities.
- Learners learn better, when they are provided with learning opportunities that enhance and extend their learning preferences.
- Learners work better with new learning styles when they are given guided opportunities to practice.
There are several methods teachers can use to identify their student’s particular learning style, such as:
- group discussions,
- self-rated questionnaires, and
- computer-based scoring devices.
Students must also be able to identify their own learning style. One way to help students in identifying their learning style is to guide them to create individual learning profiles. (Ngeow 1999) Learning profiles are designed to help the student become a more strategic, active, and independent learner by better understanding their individual learning styles which can facilitate learning.
Another principle Ngeow described is that educators must provide students with learning opportunities where students can organize their thoughts, therefore enhancing and extending their learning preferences. Computer software, such as Microsoft Word can be used by students to organize information. Concept mapping is another technique that can be used to organize thoughts and information. There are software programs, such as the one found on the link above and in the graphic shown here that can help you organize your thoughts. I tried this software and found it very effective. Graphic found on www.Mindapp.com (www.mindapp.com 2007)
Learners need guided practice opportunities to explore applying different learning styles. Ngeow’s article explained how
Howard Gardner’s Multiple Intelligence (MI) theory could be used as part of a learning activity to enhance and extend learning styles in CALL classrooms. The MI theory reflects upon the multiple ways in which people learn. According to Gardner, eight “intelligences” exist within us all. The links below, found on EdWeb, describe the intelligences. (www.edweb.com 2007)Ngeow described how the MI theory can be part of a learning activity where students pick computer software from a list of computer software based on their individual learning styles to use for an upcoming language-learning project. The students are then asked to describe why they picked that particular software to the class. The teacher guides the class through a group discussion about how the use of multiple types of computer software and even combining computer software can be used to enhance learning styles. This activity is followed by the teacher introducing the MI theory to the class. She or he explains how MI is like the use of different types of computer software and how types of intelligences, like software can be used to enhance learning of new languages. (Ngeow 1999)
In conclusion, I agree that there are probably hundreds of different methods for enhancing and extending learning styles with computers in the classroom. I know this assignment made me think of ways I would enhance the way I develop corporate training to include for different types of learners styles. I try to incorporate different aspects such as text, audio, and graphics when developing web-based training to appeal to all styles of learners. However, according to Ngeow, it is only through being aware of their own learning styles and exploring various modes and means to learning that students can really be successful learners. Once students are aware of how they learn, participation in a CALL classroom will not be intimidating, but rewarding. My only question is, will elementary age children really take on this challenge? hmmmmm....
References:
- Ngeow, Karen, Y, (1999) Classroom Practice: Enhancing and Extending Learning Styles Through Computers, In J. Egbert & E. Hanson-Smith (Eds.) CALL Environments: Research, Practice and Critical Issues (pp. 302-314), Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
- EdWeb,
3 comments:
A very well-organized and well-reasoned posting as usual. You summed things up to a "T". All in all, there is certainly a lot of food for thought here in terms of how CALL teachers can empower individual students to learn the way they learn best by utilizing different softwares to present their classroom projects in a way that best suits their individual learning style.
However, using portfolio assessments or creating individual learning profiles are great ideas in theory but in reality they can be difficult, if not completely impractical, to implement with large-sized class sizes like mine of 60 students that I only see for 2 hours every week. While I'm on the subject of assessment, I think that allowing each student or group of students to choose their own method of presenting (not learning) a topic/theme in a class project setting will raise problems with fairness and validity in terms of grading, though I don't think those problems are insuperable.
I wonder if Ngeow's idea to utilize different softwares as a means of allowing students to learn their own way is really what Gardner had in mind when he developed is MI theory? It seems a bit of stretch to me to say that you merely have to find the right software and your particular brand of intelligence will shine through. Am I being too hard on Ngeow or reading something into the article that just wasn't there?
Oh, I almost forgot to mention, I share your enthusiasm for concept mapping as a way to organize thoughts and information. It's a terrific idea!
Hi Rea,
Again, you astound me with all your links and references--it brings a whole new level to the class. I would like to start my response by answering your question about elementary age students taking advantage of learning styles and the possibilities. I think that the idea of preferences may be a bit abstract, but the concept can be simplified and put in kid terms. Also, teachers can assess students' styles and guide them in the right direction. After all, we elementary teachers train students to do cooperative group work, note-taking, line walking...learning style awareness is just another stepping stone to becoming an independent learner.
Leading into my next thought, I'm glad you capitalized on Ngeow's ideals of instilling responsibility into our students. I am so about making my students think for themselves and become little humans instead of mimicking mimes.
My last thought keys into your corporate background. In your training sessions that you've been exposed to, or conducted, have multiple intelligences or learning styles ever come up? Or is the training just down and dirty?
Hey Rea,
Nice links, summary and views on learning style. A learning style consists of individual skill of being able to work at his/her own pace and abilities to collect and processe information. Usually knowing learners learning style helps teacher plan tasks. When learning activities in teachers' plans match learners learning style, they are positive for learners. However learners would be less likely to persevere if learning activities do not match.
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