Collaborative Learning Coach

I value the work of educators and know that teacher learning is a critical factor in teacher practice. Just as doctors constantly must research new theories and procedures, educators need to investigate new ways to identify, strengthen and even promote the differences in learning among students.

Characterized by a diligent professionalism and a strong underlying belief in both teachers' and students' potential, my work has given many educators practical frameworks for modifying instruction to meet the individual needs of all students. I recognize the teachers' role as a change agent in the lives of our children.

Individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." In fact, educators should not ask, "Is this student smart?" but rather "How is this student smart?"

Understanding learning styles can help to develop additional, effective strategies for learning. Students with AD/HD are often visual learners. Most kids use all of their senses for learning, but favor one sense over the others. "Visual learners" prefer reading or observing. "Auditory learners" do best with talking and listening. "Tactile/kinesthetic learners" benefit most from a hands-on approach. Educators can design their teaching methods to connect the different learning styles and introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.

There are various ways to help students process information. Research has shown that students can perform better on tests if they change study habits to fit their own personal learning styles.

Howard Gardner believes that our total intelligence is made up of at least seven different types of "smartness." Gardner believes that everyone is 100% smart (Theory of Multiple Intelligences).

A growing body of research indicates that many children start school not ready to learn not because they do not know their letters or numbers but because they lack one critical ability: the ability to regulate their social, emotional, and cognitive behaviors. Current research shows that self-regulation - often called executive function -- has a stronger association with academic achievement than IQ or entry-level reading or math skills.

Today's children come to school with lower levels of self-regulation and early childhood teachers report that they are ill equipped to deal with these problems.

More: http://www.mscd.edu/extendedcampus/toolsofthemind/index.shtml

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