Learning Styles and Meeting the Needs of Learners

Physical: nutrition, health and safety, physical activity

Social: sense of belonging, peer relationships, communication skills

Academic: individualized instruction, clear expectations, differentiated instruction

Cultural: diversity, inclusion, culturally responsive pedagogy, multilingual supports

Emotional: well-being, positive relationships, emotional regulation

Cognitive: Intellectual simulation, crticial thinking, curiousity and exploration

Motivational: autonomy, relevance, and goal setting

Special: individualized education plans, supportive services, accessibility

Ontario document that goes over the core components of reaching every student and meeting the needs of learners

Broken into different categories which are explained in detail to help identify means of carrying out the framework

Ensures that educators are taking every opportunity that they can to reach the needs of their learners. this well help the entire programming of the school to be more effective. This includes communication, assessment, curriculum knowledge, planning, pathways, student engagement, and much more.

There is no creditable evidence that learning styles including multiple intelligences are fact, They are indeed myths and are more likely simply preferences of the students that are generated from their belief that one mode of representation will work greater for them

However, the reality is that everyone leans better when there is multimedia representation. Rather than giving a student only one representation, but multiple to help them think, memorize, and engage better

By making students believe that they have one intelligence that works better than the rest, you will be breeding fixed mindsets instead of growth mindsets

Students should always receive multimodal representation to ensure that they are learning the information as effectively as possible. By giving the students multiple access points for information, it will be clearer, memorized easier, and applied to future contexts better.

Representations can be in the form of: auditory, visual, kinesthetic, reading/writing, logical-mathematical, and more.

The more different representations I have included for every aspect of my lesson planning, the more effective the teaching and learner will be and I will be ensuring that I am meeting the needs of every learner and incorporating a universal design for learning regime.