Today I was thinking about some of the readings provided by our lecturers on the topics of 'learning style testing' and 'intelligence testing'. I must admit it's all very interesting but there is so much conflict on these particular topics as to what method is most effective if any and so many varying views! I personally struggle to see how any test can effectively assess the complexities of even one human being.
This led me to think that perhaps children could become quite disadvantaged by possible learner segregation. I mean isn't this what we are doing with learning style testing? Placing children in a box according to what we believe their learning style to be? What happens when the learner that we label and cater for as being a 'visual' learner cannot grasp a particular topic or subject visually? Is that it? Is it the end? Surely not! What will they do?
Let us never underestimate the complexities or learning diversities of the learner for he or she will draw upon another learning sense or style to adapt to what is being taught at the time. As learning managers the subject of cognition often arises and we discuss the value of connecting the learning to as many parts of the brain as possible. How can this be achieved if we do not expose the learner to as many learning styles and learning senses as possible without exclusion? Yes, it may seem that we have a particular learning style preference but in reality every single one of us is on a constant learning variable.
Are we then any different to clay? Clay is also diverse and adaptable to whatever is thrown at it. At times, much like us it dries out as it adapts, it complains and cracks appear. But... have you noticed? With a little water and a touch of care it all seems to come together again. Over and over and over again it adapts and changes dependent upon its surrounds. Each and every piece of clay has the potential to become a master piece. Are we really any different from clay?
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