TEACHING READING USING DIFFERENT LEARNING STYLES AND MULTIPLE INTELLIGENCE
|
|
MULTIPLE INTELLIGENCE
|
Differences Discovered Based On Social Economic Status
Early Child Gesture Show Important Link To School Preparedness
Children who convey more meanings with gestures at age 14 months have
much larger vocabularies at 54 months than children who convey fewer
meanings
and
are accordingly better prepared for school, according to research at
the University of Chicago published in the journal
Science
on Friday, Feb. 13.
The research showed that the differences particularly favored children
from higher-
income
families
with well-educated parents
and
may help explain the disadvantages some children from
low
-
income
families
face upon entering school, said Susan-Goldin Meadow, who co-authored
the
study
with fel
low
psychologist Meredith Rowe.
"
Vocabulary
is a key predictor of school success
and
is a primary reason why children from
low
-
income
families
enter school at a greater risk of failure than their peers from
advantaged
families
," said Goldin-Meadow, the Beardsley Ruml Distinguished Service
Professor in Psychology at the University
and
a leading expert on gesture.
When toddlers point a lot, more words will fol low
Baby Sign language - Babies Can Learn Words as Early as 10 Months
Although scholars have realized that
families
of higher
income
and
education levels talk more with their children
and
speak to them in complex sentences, the new
study
is the first to connect gesture,
vocabulary
and
school preparedness.
To
study
the differences in gesture among
families
, Goldin-Meadow
and
Rowe, a Postdoctoral Scholar at the University, studied 50
Chicago-area
families
from diverse economic backgrounds. Their
results
are reported in the Science article, "Differences in Early Gesture
Explain SES Disparities in Child
Vocabulary
Size at School Entry," for which Rowe is lead author.
They recorded video of children
and
primary caregivers for 90-minute sessions during ordinary activities
at home. The researchers found that differences in gesture appeared
early among children; moreover, differences in child gesture could be
traced to differences in parent gesture.
Babies exposed to sign language babble with their h
and
s
Baby sign language
works by teaching basic concepts like eat, milk, bathroom, all done
and
more.
Learn Signs
Their vocal cords aren't developed yet, edit, but they know what
they want to say,
and
they know what they need. Parents can teach their infants starting
at about six months associating things
and
actions, with signs
"It is striking that, in the initial stages of language learning when
SES (socioeconomic status) differences in
children's
spoken
vocabulary
are not yet evident, we see SES differences in child gesture use,"
Rowe said. "Children typically do not begin gesturing until around 10
months. Thus, SES differences are evident a mere four months,
and
possibly even sooner, after the onset of child gesture production."
Fourteen-month-old children from high-
income
, well-educated
families
used gesture to convey an average of 24 different meanings during the
90-minute session, while children from
low
er-
income
families
conveyed only 13. Once in school, students from higher-
income
families
had a comprehension
vocabulary
of 117 (as measured by a st
and
ardized test), compared to 93 for children from
low
er-
income
families
.
Some of the robust differences in child
vocabulary
development at 54 months are likely to come from parents in higher-
income
groups using gesture to communicate more different meanings when their
children were 14 months, the paper said.
TAKING ADVANTAGE OF DIFFERENT LEARNING STYLES AND MULTIPLE INTELLIGENCE TO TEACH READING
ADULT Auditory Learner:
Among the different learning styles, auditory learner will be a person who learns best through listening or when there is an auditory input from the background. They tend to love lecture sessions as they can comprehend it better than reading a book or else by looking at a picture or a diagram. If it is useful, integrate singing or rhythmic wordings to assimilate more auditory input in the learning process.
LITERACY | THE ORAL TRADITION AND TACTILE INTELLIGENCE
"Knowledge is retained longer if children connect not only aurally but emotionally and physically to the material..."
Multiple intelligence, learning styles , teach reading, oral tradition, tactile intelligence
Multiple Intelligence for the 21st Century
Memphis City Schools has implementing a Multiple Intelligence type
curriculum.
http://www.memphis-schools.k12.tn.us/admin/tlapages/multipleintell.html
FOLK ARTS IN EDUCATION
Quotations:
"If more administrators were tuned to brain research, scientists argue, not only would schedules change, but subjects such as foreign language and geometry would be offered to much younger children."
"Lectures, work sheets and rote memorization would be replaced by hands-on materials, drama and project work. And teachers would pay greater attention to children's emotional connections to subjects.... . ."
"Plato once said that music "is a more potent instrument than any other for education." Now scientists know why. Music, they believe, trains the brain for higher forms of thinking."
"Then there's gym -- another expendable hour by most school standards. Only 36 percent of schoolchildren today are required to participate in daily physical education. Yet researchers now know that exercise is good not only for the heart. It also juices up the brain, feeding it nutrients in the form of glucose and increasing nerve connections -- all of which make it easier for kids of all ages to learn."
Music and gym would be daily requirements .
SCIENCE
Interdisciplinary Education and Educational Methods
MUSIC ABOUT SCIENCE. science-themed material
1992 "Culture, Music, and Collaborative Learning " in The Politics of Culture and Creativity Vol. 2 of Dialectical Anthropology: Essays in Honor of Stanley Diamond, Christine W. Gailey, ed. Gainesville: University Press of Florida.
Keil, Charles and Steven Feld . 1994. Music Grooves. Chicago: University of Chicago Press.
Campbell, Patricia . 1998. Songs in Their Heads: Music and Its Meaning in Children's Lives. New York: Oxford Univ. Press
McNeill, William
. 1995.
Keeping Together in Time: Dance and Drill in Human History
. Cambridge: Harvard University Press.