Learning Styles & Multiple Intelligences: Theory Integration

Gifford, Kellsie

ET – Educational Theory

Learning Styles & Multiple Intelligences: Theory Integration [Video file]. (2017). Retrieved from https://www.youtube.com/watch?v=FVg9n0l0Gf0

This video provides a dynamic look into the various learning styles and how the teacher can best adapt to each. Short, sweet, and engaging, the video gives great insights for those who are new to the education field.

I really appreciate that there is a focus on providing activities for each type of learner, which is something that I struggled with as a student in my younger years.

Mason, Ariella


DuNeene, J. (n.d.). 25 Things Successful Teachers Do Differently. Retrieved February 11, 2018, from https://www.teachthought. com/pedagogy/25-things-successful- teachers-do-differently/

This article lists and discusses several strategies for a teacher to be more successful. Some of the suggestions included: having very clear objectives, adapting to student needs, welcome change in the classroom, and never stop learning.

I liked this article and found it useful because it is helpful regardless of experience level in teaching. Meaning that I found it very helpful as someone who hasn’t taught, but I also feel that the things listed may be things teacher who have been in the classroom for a long time could use as well.

Physical Space + Thinking = Cultures of Learning

Brandt, Alisa

Lange, J. (2016, August 9). Physical space + learning = cultures of learning
    [Blog post]. Retrieved from Independent Ideas website: http://aislnews.org/



This is a very short blog post about how physical spaces in a school (and library) should reflect the kind of learning activity that takes place there. Lange was inspired to write this post after attending a conference in which author Ron Ritchhart presented a session based off of his book, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Richhart suggests that the activity in a classroom “shifts” from one in which the teacher presents material to the class to one where students and adults can work collaboratively. Richhart suggests that there are three kinds of learning spaces: “caves” (for individuals); “watering holes” (small groups); and “campfires” (large groups led by a “storyteller”).
The article continues with some suggestions for creating these spaces. Lange recommends displaying student work and surfaces covered in whiteboard paint so students can demonstrate their thinking. She also shares that she created a kind of Harry Potter “house sorting” book display for students to “sort” their summer reading into one of the three houses from the book. This demonstrates peer thinking in an open and shared space. And finally Lange offers another suggestion from Richhart to go on a “ghost walk” through other educators’ classrooms to get a sense of the kind of activities and what types of learning happens there and how that can be enhanced by the library.

Evaluation: I am very interested in reading Mr. Richhart’s book after reading Lange’s post but I have to say that I see some underwhelming examples of how to use the author’s suggestions. I would be curious to know more about Richhart’s thinking about physical spaces and how they create cultures of learning. Certainly displaying student work gives an example of a particular learning culture and it becomes a way to echo and reinforce those cultures. But I would also like to learn how to create those spaces in my library. We have already seen that our group study rooms from individuals or small groups works well in addition to our open group study areas. We also have two classrooms for a “campfire” space. But I think it would be great to be able to learn how to help individuals more.

Tinkerspace: Library Learning Commons

Bailey, Rachel

Doorley, R. Tinkerspace: Library learning commons [Web log post]. Retrieved from http://tinkerlab.com/maker-space-library-learning-commons/.

     This blog post highlights an elementary school library that embraces the MakerSpace movement. Before being set loose in the MakerSpace environment, all classes are required to have an orientation about how to use the space. Once this is established, children may come into the library and tinker with a plethora of stations such as mask making, origami, sewing, paper airplane folding, etc. Each station showcases books about the topic as well as materials so the students may begin creating. Students are encouraged to come up with topics for the tinker stations. Additionally, much of the materials for the MakerSpace are donated from the community and the students themselves.
     When a student goes to the MakerSpace area, he is to take one of the library timers to keep track of his time. He then works independently and creates! If he has a question, he must collaborate with other students around him as the librarian is usually teaching a class or helping to check out books. When the student is finished, he must clean up his work area and fill out an “exit ticket” that is reflective of  his experience.

     I thought this article was helpful. Much of the literature I read talks about the importance of having a MakerSpace in the library, but it doesn’t tell how to implement it. I also like how this article talks about the type of materials used in the MakerSpace as well student expectations in the space. The only concern I had was that this library has a rather large space to work with. What about school libraries that have a limited amount of space? How can the Maker movement be implemented in these types of spaces?