Teaching Graduate Students with a Learning-Styles Approach: Adding Zest to the Course Ingredients
Rushed and harried after a busy day, I answered the phone on its second ring. It was a call from the university. "Are you available to teach Education 7232? It starts on Tuesday of next week."
I was excited. This was the area in which I was most interested--a graduate course on learning styles! But I had so many things to do this semester, and I was preparing to leave for Bermuda as a Teaching Assistant for another course on learning styles.
"May I call you back on Monday? I have to see if I can adjust my schedule," I asked. And so, I had a few days to ponder what and how I would teach a course on learning styles while using a learning-styles approach.
|•||lack of research-based instruction that evidences increased student achievement and improved attitudes toward schooling across the board;|
|•||use of new instructional approaches for which advocates claim remarkable gains-- without research documentation;|
|•||failure among educators to insist on published experimental studies to demonstrate the accuracy of the elaborate media claims of either traditional or innovative programs' successes;|