I have not read much on learning styles lately, but as far as early childhood teaching goes, the kinesthetic approach seems to be necessary for nearly everyone. Think about going from concrete to abstract, and it makes perfect sense. We all need to do it first, then we can possibly internalize it for later application.
Cathy K-5 DE -----Original Message----- From: Beverlee Paul <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Fri, 28 Sep 2007 4:14 am Subject: Re: [MOSAIC] /Marie Carbo Well, I probably shouldn't have mentioned it since I don't even remember where I read it. It's probably been 8 or so years ago, and I think it was possibly in a Kappan article, although I'm very fuzzy. I think she was including the work of Kenneth and Rita Dunn as well as her own when she wrote it. (But, gosh, I should have known that several years later, I'd need to know what it was and where it went!) I'm not going to have much time to track it down, but here's what I remember her writing, basically: Even though children at about 8 years and older exhibit learning styles varied between friends(requiring their teachers to match instruction to those styles in order to minimize damage which can cause a child to look learning disabled even when he/she isn't) that isn't the same issue in K-2 classrooms. As I remember it, she said that she recommended her proposed practices in the K-2 classrooms because virtually all students at that age, were tactile/kinesthetic and global learners. All children at those grade levels would profit from active learning, experiential programs, and a constructivist approach. Techniques helpful for all students at that age would be hands-on, involve active learning, and have movement and choice in their programs. So, her advice across the board, at that time, was that since all (or nearly all)children in early childhood programs learned in those modes, then the great majority would strongly benefit from instruction reflecting those identified styles. Whereas she purported that older kids' learning styles needed to be determined in order to match instruction, she believed all young children started out as global, tactile/kinesthetic learner who then went on the auditory and visual. I'll try to look for the article when I kind of catch up at school, but we moved 4 years ago, and it may have been in something that got tossed. I sure hope I didn't misunderstand what she wrote; the reason I remember it at all was that it make such good sense when I read it and I wondered why everyone didn't know that! Of course, like I said, I haven't read anything of hers in the last few years, so I hope I'm representing what she said earlier. Thanks. Bev > Please share this...I have read two books by Marie Carbo and do not remember > anything about learning styles varying at different ages.> Jennifer> In a message dated 9/27/2007 9:39:42 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes:> > I noted that Marie Carbo does indeed write about varying learning styles in > language arts for older kids, but says something very different about > children at ages where they are typically emergent readers. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
