Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic In... - 12 views
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And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?
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Rita Gupta on 02 Jun 12I thought that as teachers we were supposed to try and incorporate all different ways in our teaching anyway, to ensure that everyone is learning in a way that works for them.
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Jeremy Willard on 04 Jun 12I agree with you Rita and also I would like to add that all of us our teaching different lessons which means some units could be more influenced by visuals verse audio
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Michelle Ginett on 04 Jun 12I agree with you as well Rita. I thought that we were suppose to create individualized learning? I have always thought that teaching to the individual was a good thing.
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This experiment indicates that subjects do store auditory information, but it only helps them remember the part of the memory that is auditory — the sound of the voice — and not the word itself, which is stored in terms of its meaning.
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I always have trouble interpreting data like this. It always seems so subjective and I feel like a researcher cannot ever know what a person is thinking. But since the authors are experts, I will take their assessment of this data as truth.
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I agree! I think it's hard to tell by this data if people are more likely to remember information by seeing it rather than hearing it.
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I completely agree with you both, but I also think this supports a sentence in the previous paragraph. The subjects were asked to jugde wheither or not the word was on both lists, not necessarily who said it. I think this shows that because they were not asked to focus on that content the subjects did not remember. So I feel like the point they are making is following their previous statements and contradicting what they are trying to prove.
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Teachers should focus on the content's best modality — not the student's.
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I agree! But I think it's so hard to give meaning for many concepts in Math and Science. For example, how do you give a student a personal connection to the quadratic formula?
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Same here. How do you give students a personal connection to backside attack in chemical reactions? We can't even see it, let alone prove it. However, you can sketch it out and explain how it might work. Although that does not allow the student to create a personal connection . . .
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You typically store memories in terms of meaning — not in terms of whether you saw, heard, or physically interacted with the information.
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It makes sense that students learn best if they have meaning for the learning...but I don't think students will have personal connections and meanings to all topics and concepts..therefore some sort of visual or kinesthetic demonstration or activity may be required.
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I agree that students may learn best if they have a meaningful connection with the material. My question is for students who have have no previous experience with the material. As teachers shouldn't we provide students with opportunities to "play with" the material so that the student can establish a relationship or give meaning to the material?
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But most of what we want children to learn is based on meaning, so their superior memory in a specific modality doesn't give them an advantage just because material is presented in their preferred modality. Whether information is presented auditorily or visually, the student must extract and store its meaning.
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I think it's hard as a teacher to give meaning to every concept for every student.
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I think, as teachers, we are supposed to provide students with many opportunities and experience with the material so they can develop their own meanings. I don't think teachers give meaning to students, they help students develop their own meanings.
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When subjects view a picture story, they do have a visual representation of what the pictures look like, in addition to the meaning-based representation. They usually don't remember the visual representation for long, however, largely because when they see the pictures, they are thinking about what they mean in order to understand the story. If, in contrast, they were asked to remember visual details of the pictures and to ignore the story they tell, they would have a better memory for the visual details and the meaning-based representation would be worse.
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I think this sentence contradicts the research they are trying to show in the highlighted portion below. The are telling us because subjects are focused on the meaning they will lose some of the visual description. However, they they say that people did not remember who said the words a man or woman and are using this to make a point about memory. But this was not the focus of the subjects?
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It is possible that the specially prepared materials were more interesting or better organized than the "regular teaching" materials. This type of mistake calls the results into question because no one can tell if the results were caused by the change of modality or by the use of better materials.
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Isn't our goal as teachers to make our lessons as effective as possible? If we are trying to reach all children and all of their learning styles, shouldn't having more interesting materials be our goal, whether it targets different modalities or not? Maybe we should try and target these modalities and maybe lessons would be better
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I agree. If nothing else, having a variety of more interesting teaching methods (targetting a variety of modalities) would be more effective simply because the students would be more interested. Also, having a variety of modalities targetted means there is a variety of depictions of the subject in one lesson.
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I completely agree. In addition, having more modalities in one lesson allows for the students to connect to the material in many different ways using a variety of senses. You would think that this would help students understand the meaning of the material better.
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We cannot be certain that modality theory is incorrect because it is always possible that we haven't looked for just the right sort of evidence.
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This quote shows the difference between what is intended in the research and what is actually necessary to this argument in education. It is not about whether the students can remember a picture better than a sound clip, but it is about whether they can extrapolate meaning better from one than the other. Presentation is important to gaining an accurate understanding of the meaning.
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I completely agree. It is not important that the students remember how something sounded or exactly what it looked like, its important for students to know the meaning of something. Developing a meaning leads to greater understanding of the material.
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Although it is technically true that the theory hasn't been (and will never be) disproved, we can say that the possible effects of matching instructional modality to a student's
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cognitive scientists have long known that we all notice and remember examples that
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The mind is capable of storing memories in a number of different formats, and laboratory research indicates that a single experience usually leads to more than one type of representation.
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By combining many studies into a single statistical analysis, the researchers have greater power to detect a small effect, if one exists.
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Personally, I am always skeptical of an article that uses meta-analysis. Often, the research used to combine the statistics have quite a few methodical errors and some are not peer-reviewed. Pulling data together from all different types of methods and studies cancels out the control group because no study is completely identical.
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