Learning styles were psychologically derived by Carl Jung (Laureate Education, 2001). The Jungian-Based model describes learners as sensing-thinking, sensing-feeling, intuitive-thinking, and intuitive-feeling (Silver et al, 2000).
Lessons should be carefully planned by the knowledge of styles, incorporation of a variety of styles, and adapting learning environment to optimize learning intentionally (Laureate Education, 2001). The following example references a lesson on bats as an integrated science and reading unit emphasizing heavily on nonfiction and research.
The first activity includes a read aloud and a group discussion while creating an anchor chart as utilized by Debbie Miller (2002). The setting should reflect an Interpersonal learning environment where the students and teacher are sitting together and working at eye level and collegially. Interpersonal and mastery learners will be engaged by working together and recall a body of content. The intelligences will include intrapersonal, interpersonal, naturalist, verbal-linguistic, and spatial. Students will be required to think as teacher models a think aloud, participate in a class discussion, learn about tigers, listen to a nonfiction book read aloud, and complete a chart spatially (Laureate Education, 2001).
The second activity required students to create a KWL foldable. The room should be set up in a mastery style in order for students to think quietly about the task. Mastery learners were engaged by recalling what they already new about an animal. Interpersonal learners were able to decide what was important to them, resulting in their list of knowledge they wished to acquire. Next, understanding learners are able to gain a larger picture of what they need to know and provide intuitive questions that precede their goal. The self-expressive style is revealed in the unique representation of the KWL chart. In addition to this, students are given choice and are not limited in what is already known (Laureate Education, 2001). Intelligences used in the activity illustrated above include Intrapersonal, Naturalist, Verbal-Linguistic, Spatial, Bodily-Kinesthetic, and Logical-Mathematical as they are able to put their ideas to the test (Silver, 2000).
The third activity includes inquiry and research therefore the room should be set up in a self-expressive style using the teacher as a resource. Students find new information, both digital and print, and apply their learning in a presentation style assessment. Learning styles included in this part of the activity include interpersonal as they work with partners, mastery as they gather facts sequentially and in an organized manner, understanding as they provide evidence for their research, and self-expressive because the presentation assessment can be done in any creative manner (Laureate Education, 2001). The intelligences used within the final research process and product include verbal-linguistic, bodily-kinesthetic, logical-mathematical, spatial, interpersonal, intrapersonal, and naturalist; depending on the presentation, a student may choose to utilize the musical intelligence (Silver, 2000).
When grouping students to do the unit, a heterogeneous by style and heterogeneous by ability format would be most effective. It would support each student in their individual learning style as all are required to be used to complete the product and work through the process. At this point the room would still be set up in a self-expressive style to enable access to a variety of resources (Laureate Education, 2001).
Laureate Education (Executive Producer). (2001). Learning differences: Effective teaching with learning styles and multiple intelligences
[Educational video]. Los Angeles: Author.
Miller, D. (2002) Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland, Maine: Stenhouse Publishers.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.