Accomodating multiple learning styles
Instead, he writes, we must continually bear in mind that if a particular student seems unmotivated or slow, the student may simply have a very different thinking style than ours.Sternberg also cautions us to be aware of a natural bias toward our own personal style in order to avoid unconsciously penalizing students who do not match us in learning style.Students with hierarchic forms of mental self-government are able to prioritize and be systematic in completing class assignments and solving problems.The oligarchic form allows for multiple goals also, but here each goal is of equal importance.Students generally do better on an assignment when it matches their preferred style of thinking and learning.Students tend to gravitate towards learning activities that are compatible with their style of learning, just as teachers tend to plan activities compatible with their styles. Sternberg believes that the degree of similarity between the teacher’s and the student’s thinking styles profoundly affects both the teacher’s perception of the student and the student’s perception of the teacher.For individuals who have anarchic thinking styles, rules and procedures are a problem.They tend to perform best when tasks and situations are unstructured and when problems are most readily solved by insights that are innovative.
To do so, we must be more flexible and we must be able to offer a greater variety of learning activities in our classrooms.
Teachers with this thinking style often teach in alternative schools.