Every Student Without Exception

The Institute for Learning Styles Research (ILSR), a team of instructors, researchers, and individuals interested in the art and science of learning and teaching reported information that I find interesting and appropriate for teacher learning and in-service training and critical approaches to student success.

The members of the ILRS use The Dunn and Dunn Learning Styles Model in their work. This model is believed to be the most used model internationally (Buli-Holmgren, Guldahl & Jensen, 2007; Lauridsen, 2009). It focuses on areas that are significant for learning new and complex information. Since learning styles preferences are a combination of natural and learned patterns of learning, the Dunn and Dunn model is a fitting approach to successful teacher instruction and student learning. Educational practitioners appreciate the notion that identical methods, environments, materials and instruction are effective for some students and ineffective for others – one size does not fit everyone. Individual styles approach distinguishes the elements of learning in significant ways. The elements of past academic achievement (knowledge of what and how the student has learned in other grades) and work habits, gender, age, culture, and information processing strategies inform the style that learning must take.

Research over a forty year period has shown that there are twenty different typologies that can be used to measure learning impact to a 95% level of predictability. The factors can be put in five areas of stimuli: environmental, emotional, psychological, physiological, and sociological (Dunn & Griggs, 2007). To match a strategy with an individual, it is important to be aware of what affects concentration, retention, and motivation. This may require careful preliminary work with the individual to develop awareness. It is important that this be not confused with psychological approaches or related tests.

The aspect of learning styles is significant enough to be a vital part of teacher training and periodic teacher in-service. Success for students could be assured with attention to individual’s learning preferences. With so many children arriving at school from circumstances of emotional and other deficit life situations, it is necessary to adapt approaches to teaching and learning that put the needs of the individual student at the center of the learning experience. Some students will not learn well unless they are taught according to their learning preferences.

Teachers that teach in the “traditional” way – with visual and auditory methods, while the learning preferences of their students are markedly different, may find some students struggling to succeed. To reach most students, teachers may consider the following:

• Distinguish the individual profiles of students as well as the entire class profile. This will assist in determining what a successful teaching approach should involve.
• Interpret the profiles and share the information with the students so that each student can be informed of the best way to learn.
• Encourage individual students to study in the manner that their preferential strengths assert.
• Suggest individual study strategies instead of one type of study approach.
• Personally be available for consultation and feedback for students at school and when students are away from school – technology allows this to occur.
• Allow for sessions to follow-up and provide maintenance of habits.

Success in general is not an easy undertaking. It demands a willingness to commit to the excellence of each student and the personal desire of teachers to give themselves to the highest ideals of teaching and learning, which translates to the success of every student without exception.

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In a recent article, Dr. David Jockers of Exodus Health Center in Kennesaw, Ga., and expert in weight loss, customized nutrition and exercise and structural corrective chiropractic care, sheds much needed light on a problem which has puzzled and continue to pose problems for parents, teachers, school boards, and governments –ADHD.

Known as Attention Deficit Hyperactive Disorder, ADHD is a health situation that continues to challenge our medical prowess. The challenge stems from the fact that ADHD is not sufficiently understood and those affected by it are often mistreated and unsupported (for the most part unintentionally). At the same time, it is believed that schools need to establish and enhance requisite education to ensure that teachers and support staff have relevant knowledge, skills, and behaviour to practise safe and effective approaches to dealing with victims of ADHD.

The US Center for Disease Control and Prevention surveyed 73,000 children and found that 1 in 10 children suffer from ADHD, a 22% increase in the last 8 years. The Center found that chief contributors are toxic deficient lifestyles.

Chronic ADHD symptoms show signs of mild to moderate brain damage, where regions of the brain become inflamed and signals primitive regions to move into overdrive. In such a case, the frontal lobe function of the brain, responsible for concentration and emotional stability is inhibited. When the brain is imbalanced, it leads to poor concentration and emotional outbursts.

A recent Lancet study found that many food dyes and the prevalent use of benzoate (a chemical found in many soft drinks, fruit juices, and salad dressings) are a cause of many children becoming hyperactive and distractible. Many food additives and dyes, the study concluded, did as much damage to children’s brains as lead in gasoline could do.

Parents and children should show care to the foods they eat every day. Foods that should be avoided include: all pasteurized dairy products and grains that contain gluten such as wheat, barley, rye, oats, kamut, and spelt. Soy products, some nuts, eggs, and heavy proteins are also foods that should be avoided or heavily monitored. Eggplant, tomatoes and potatoes fall on the suspicious list of foods that should be avoided.

What should be eaten if all of these foods should be avoided? Our beloved western diets need to be changed to anti-inflammatory based diets and lifestyle. Anti-inflammatory foods can help to moderate the immune system and lessen its capacity to over-inflame. An avoidance of man-made foods, sugars, and food allergens are critical to recovery. A regular exercise program can also be helpful. In addition, critical nutrients are suggested: “Vitamin D, Folic acid, Pyridoxine (B6), Vitamin B12, Zinc, CoQ10, and trace minerals. Vitamin D levels should be between 60-100 ng/ml. Boost Vitamin D naturally with 20-60 minutes of healthy sunlight every day or 5,000-50,000 of emulsified vitamin D3 daily to get the levels where they should be. A raw, whole-food multi-vitamin that supplies ample amounts of folic acid (400 mcg), B6(4mg), B12(100 mcg), Zinc (15 mg), trace minerals, & CoQ10 (500 mcg) should be consumed daily”.

For more information on this important
subject, visit: NaturalNews.com

For a variety of excellent educational
articles, visit: http://championteaching.com