Why is it important for science teachers to foster the internal locus of control? What is a learning modality? What does the theory of multiple intelligences suggest? What happens when teachers teach in their dominant learning style?
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Internal locus of control has, “a positive relationship to the amount of voluntary investigation that children seek and to their willingness to make predictions” (Martin 266). This feeling is inherent to success in the field of science which is largely if not wholly dependent on predictions and experimentation. An external locus of control would lead one to never try to understand or expand on facts that were given to them. They would accept what is told to them as the only answer. This goes against scientific inquiry in every way, as well as higher orders of thinking in general.
ReplyDeleteA learning modality classifies how a person takes in and processes information. The three universally accepted learning modalities are visual, auditory, and tactile/kinesthetic. An individual has the potential to learn in all the three modalities however they will benefit most from one or a combination of all three. Since it is difficult to determine which modality is dominant in some people each new idea should ideally be presented in all modalities to achieve the best success in learning.
The theory of multiple intelligences expands upon learning modalities. While modalities classify how a person takes and processes information intelligence goes a step further to understand and deal with the information. Gardner’s theory of multiple intelligences suggests that there are eight kinds of dominant intelligence that determine how each individual learns best. These include spatial, bodily/kinesthetic, musical, linguistic, logical-mathematical, interpersonal, intrapersonal, and naturalistic. He also is investigating whether spiritual or existential intelligence may make the list. This theory is similar to learning modalities in that people can learn by using different intelligences or combinations of them. This theory differs from the modalities, however, in the way it is implemented. He does not expect each lesson to be taught eight different ways, but to use the intelligences to help identify how students learn best and then make opportunities available to them to learn in their dominant style.
When a teacher instructs in their own dominant learning style they neglect to meet the needs of all their students. It would be almost impossible to teach in one style and have each student come away with equal internalized meaning. The reason learning modalities and multiple intelligences exist is that it is obvious that everyone learns differently. If a teacher were to teach in their dominant learning style they would not grow as an educator and several if not all of their students would suffer.
It was interesting to learn about internal and external locus of control; a trait concerned with “whether people attribute responsibility for their own failure or success to internal factors or to external factors.” (Slavin, 1997, p.355)
ReplyDeleteI was encouraged to learn that people with a predominantly external locus of control can develop a more internal locus of control if the change is properly fostered. Encouraging children to become aware of the influence they can exert on various situations and the outcomes that occur as a direct result of their actions is critical. By providing activities and engaging them in dialogue helps children see their roles as well. It is important for children to begin to internalize what they already know; even perhaps by drawing pictures.
All too often, as a substitute teacher, I witness children who seem to predominantly have an external locus of control. It is encouraging to know teachers can help foster the internal locus of control over time to help students realize their full potential.
When considering the learning modalities and the different ways students take in and process information and the theory of multiple intelligences and how students understand and deal with the information; it seems a daunting task when planning a lesson! Combining all learning modalities in each lesson to the extent possible by ensuring that appropriate stimuli are present is challenging. Using the process-oriented inquiry methodology, however, lends itself more appropriately to all three modalities because children are doing science, rather than just looking and listening.
We learned about internal and external locus of control in our Developmental Psychology class. I was surprised to find out that telling a student that they were smart was not a good idea. Students who are told this come to believe in an external locus of control. The result is that when they fail at something they think, “Maybe I am not smart after all.” They believe they have no control over success or failure. Alternately, the child who believes they have control will think,” I just need to try harder next time.” When we praise our students it is important to be as specific as possible and emphasize the internal locus of control. Rather than saying “You’re so smart”, we should say “I like the way you included figurative language in your reply”. This identifies behavior we want to encourage and gives students clear direction moving forward.
ReplyDeleteThere are so many materials available to a science teacher that would make teaching to all learning styles pretty easy. There are videos like Bill Nye, the Planet Earth Series and The Magic School Bus for visual and auditory learners. There are on-line resources from science museums and associations like Exploratorium and National Geographic that provide resources for all types of learners. There are books including fiction like Stella Luna and The Very Hungry Caterpillar and nonfiction like biographies on scientists for visual learners. Lastly, there are hands on experimentation for kinesthetic learners. Teachers need to become familiar with what is available and be willing to incorporate a wide variety of teaching methods in their classroom.
Students who have an internal locus of control believe that their success or failure results largely from their own ability and efforts. These students tend to be successful and happy in life. Students with a strong locus of control are motivated internally adn believe they can influence the outcomes of investigations. Therefore, they are motivated to make predictions and test those predictions through experimentations.
ReplyDeleteA learning modality is a style of learning that is comfortable for a person. There are three main learning modalities, visual, auditory, and tactile/kinesthetic. It is important to incorporate all three learning modalities in your lessons because all students learn differently.
Gardner has argued that there are at least eight distinct intelligences: Spatial, bodily kinesthetic, musical, linguistic, logical-mathematical, interpersonal, intrapersonal, and naturalistic. Gardner believes that all people have all of the intelligences however, the strength of each intelligence varies. The goal of the teacher is to develop a repertoire of learning activities and approaches to capitialize on each of the eight intelligences.
Teachers as well as students have their own learning style. Our own learning style then becomes our most comfortable teaching style. This can be beneficial to the students who share our dominant learning style however, it can be disadvantageous for children with opposing learning styles. As teachers we should be aware of the students in our classrooms learning styles and incorporate those styles into our lessons.
Working with children of various abilities has made me more conscious of how they take in information. While modifying for this group I am continually altering the material to fit each of their learning styles. Fortunately, I have the opportunity to work with these students for the entire last period so we can revisit the lessons from their classes during their day. Although, their science teachers provide instructions and experiments that touch on many of the learning modalities, it is not possible to meet each of their needs all of the time.
ReplyDeleteI completely agree with Meg’s comment in regard to locus of control and children receiving the message that they are smart. Our psychology course’s fascinating article exposed how children perceive their accomplishments when they are continually praised. Non-specific praise, such as, “You are smart,” was harmful, and caused students to believe that their level of intelligence was predetermined. Furthermore, this same group exhibited less effort in their work. They came to the conclusion that they had no control over their intelligence and they were as smart as they were going to get. Interestingly, it is becoming more common for students to attribute the external locus of control to their failures. It is simply easier to just pass it off with a comment like, “I can’t. I am just not that smart.” One way to give students the opportunity to realize that they are more in control of their academic accomplishments may be to show them how to become more field independent. Also, making students aware of their learning styles can be helpful, as they could ask for a more detailed explanation or example to be presented in a manner according to this style when they are confused.
This chapter called to mind an intriguing book by Alfie Kohn called, Punished by Rewards. There is a correlation between the locus of control and Kohn’s concept that children, as well as adults, can be harmed by rewards. His theory focuses on the fact that students should become intrinsic learners. Their desire to learn should be natural and genuine. Often, children begin their journey as inquisitive and authentic learners, but somewhere on the path begin to lose this notion. Could it be the external stimulus that has traditionally been the method of instruction has caused this phenomenon?
Chapter 6 comments:
ReplyDeleteExcellent post Colin! Understanding the locus of control is important for you and your students for constructing and facilitating lessons. Pam brings out an important perspective by encouraging children to become aware of their actions as well as the actions of others. Meg also gives a good example we are all guilty of, telling students they are smart. This fosters the idea that someone else is the judge of this decision and they are just recipients in the process. As Lori notes, this causes students to feel that their level of intelligence was predetermined. Jennifer points out that student’s with an internal locus of control believe that their success or failure is a result of their own ability and efforts. Isn’t this what for our kids? As Lori questions, the external stimulus may be the cause for the lack of inquisitive and intrinsic learners. If someone feels that their fate has been sealed, do they probe forward or let the outcomes just unfold?
It was also noted that not all lessons need to be taught in all ways however, it is imperative that we design various lessons to address different modalities for the very diverse learners. Lori provides insight into working with students with special needs and the requirement to alter material to fit their learning styles.
~Rosalie