The learning environment of schools is heavily biased toward uniformity

Learning Environment of Schools at Present Are Heavily Biased Toward Uniformity Over Diversity

Over the last 50 years, the overall style of teaching has remained the same. Where, the approach has been to teach in the same universal standards for everyone. This is despite the fact that over 50 years ago several leading educational scholars disputed the model of using a one size fits all approach to teach. Instead, these leading thinkers advocated an approach of allowing each person to learn according to their own individual learning style. An example of this can been with Nathaniel Cantor who said, "The public elementary, high schools, and colleges, generally project what they consider to be the proper way of learning which is uniform for all students." (Guild, 2001) What this means, is that despite the obvious need for teaching to each students unique learning styles, the public school system continued to embrace the traditional model . This is significant, because it shows that despite the obvious differences in learning styles, the public school system has refused to acknowledge this fact. Instead, they have begun labeling those who may have various learning styles as mentally challenged. Simply put, this is when someone is considered to have some kind of mental disorder that will impair their ability to function normally in daily life. The way that this information is determined is by using various forms of testing such as: an IQ test. (Howell, 2010) the problem with using this form of testing is: that the school system is continuing to use the same one size fits all approach, when it comes to evaluating mental abilities. Where, they are placing an emphasis on the underlying test scores to determine the intelligence of a wide variety of students. As a result, this has caused a number of students to be labeled as slow or mentally challenged, when they learn differently and are capable of understanding the materials covered in school. Over the course of time, this can cause the school system to miss some of the brightest students, because they are only using one form of subjective testing to determine this. Some good examples of this can be seen by looking no further than: Albert Einstein (who was thought to be simple minded, because of the challenges he had with math / writing) and Thomas Edison (who learned to read at 12 years old). (Hunt, n.d.) This is significant, because it shows how despite the fact that everyone will learn according to their own style, the public school system will continue to embrace this model. The purpose of this study is: to show that the public school system needs to embrace a model that reaches out to each student's unique learning ability. This will have a dramatic impact upon the overall quality of education that is being received. To determine this we will: outline the methodology that will be utilized, conduct a literature review, analyze the different results of the literature review and provide specific recommendations. Together, these different elements will provide the greatest insights, as to how accounting for the different learning styles will improve the quality of education that is being received.

Methodology

The methodology that will be used is qualitative analysis. This is when you are seeking to understand what make someone engage in the different actions or activities they do, by looking at the underlying emotions. In most cases, an extensive interview process is used by examining those pieces of literature that can provide the best answers, through a series of interviews that were conducted. ("What is Qualitative Research," 2009) Where, you are using the results to determine common causes that could show how changing the educational model reflects the different learning styles. This will have a dramatic impact upon the overall quality of education that is being received.

Literature Review

Reid, G. (2007). Self Knowledge. Motivating Learners in the Classroom. (pp. 26 -- 38). Thousand Oaks, CA: Chapman Publishing.

In this piece of literature, the author identifies what is known as learning preferences. This is where you are looking at key characteristics in the way that each student learns; to determine what type of learning style would work best for them. There are three categories of learning styles to include: modality preference, personality type and social factors. Modality preference is when you are observing the best way that each person learns, by looking for different modalities that they would respond favorably to (i.e. audio / visual learning). Personality type is when you are analyzing the student's individual personality, to determine what kind of challenges they could face in a learning environment. Social factors are when you are looking at different social issues that could help to improve the overall amounts of learning comprehension. (Reid, 2007) This is significant, because it is useful in helping to identify what issues could be affecting each student. Where, those educators that can effectively reach out to different students will be able to determine the overall learning styles of the student. At which point, they can begin to decide how they can adapt their lesson plan to each individual learning style.

Smart Technologies. (2006). Interactive White Boards and Learning. Canada, Author. http://www2.smarttech.com/NR/rdonlyres/2C729F6E-0A8D-42B8-9B32-F90BE0A746D8/0/Int_Whiteboard_Research_Whitepaper_Update.pdf

In the article, Interactive Whiteboards and Learning, the author discusses the overall impact that white boards will have on the learning process. Where, they examined a number of different studies that show how effective this style of teaching is in a variety countries around the globe. The article, then shift gears and discusses how the use of white boards is an effective way of reaching out to the different learning styles. Where, the author determined that in all of the different countries and areas of education, this has shown to be an effective tool at reaching out to a variety of students (Smart Technologies, 2006) This is significant, because it shows how using white boards can help improve the overall teaching style, by giving educators an effective tool to achieve this objective.

Lowry, a. (2004). Learning Styles Inventory. The Power of the 2 x 2 Matrix. (pp. 267 -- 271) San Francisco CA: Jossey Bass.

In this piece of literature, the author discusses several factors that are most important to the learning cycle these would include: accommodations, convergers, assimilators and divergers. Accommodations are when people will learn based upon providing them with real world examples and case studies. Those who would learn well under these conditions are more hands on type of personalities and people who enjoy troubleshooting problems. Convergers is when someone enjoys working in a more structured environment (such as a laboratory), where they can control the different variables, to learn more effectively. Assimilators are logical thinkers who are concerned about theoretical ideas, versus how effective they are in the real world. Divergers are those who are more creative, that enjoy watching and understanding the overall experience. In general, these kinds of people are interested in lectures and find revealing their thoughts as the best way to express themselves (often through use of various journals). Next, the literature discusses how educators can be able to survey their class and determine what factors would be relevant for each student. (Lowry, 2004) This is significant, because this provides more insights as to how different students will learn and what environmental factors are the most important. For educators, this is an important tool in being able to create a lesson plan / teaching style that will reflect the different types of learning methods.

Deede, C. (2004). Planning for Neomillennial Learning Styles. Harvard Graduate School of Education.

In this working paper, the author discusses how the overall learning style of education can be improved through the use of new technology. Where, they found that it helps to automatically reach out to the different learning styles. What happens is this new technology will present the issue in a number of different ways. For example, the use of internet technology in the classroom can provide students with a chance, to be exposed to the various materials in a number of different forms. Where, they will first be exposed to the idea through the traditional verbal and hand written methods. Then, when you begin to use internet technology to provide further explanations to students; they have a chance to interact with the material outside of the traditional teaching style. At which point, they begin to remember more of the material, because they are exposed to it through a number of different forms. To determine the overall effectiveness the authors reviewed a number of different research studies that were conducted in a variety of educational environments. Where, they came to the same conclusion which is: the use of technology in the classroom can effectively help to reach out to each student. Over the course of time, this will improve the overall amounts of learning comprehension that is taking place, as the use of new technology automatically exposes students to the material in a number of forums. (Deede, 2004) This is significant, because it shows how technology can be an effective tool for improving the overall amounts of learning comprehension.

Gokhale, a. (1995). Collaborative Learning Enhancing Critical Thinking. Journal of Technology Education, 7, 22 -- 31.

In the article titled, Collaborative Learning Enhances Critical Thinking, the authors are seeking to understand the true effect that technology will have on what is known as collaborative learning. This is where students will work together to increase the overall amounts of comprehension of the subject matter. In this article, researchers wanted to know if learning was more effective in those environments, where there was more of an emphasis on individual learning. To determine which methods was most effective, researchers would survey 48 students using the individual method and then having the student learn collectively. The results of the study were that both methods were effective, in helping to increase the amounts of learning comprehension. However, when collaborative learning is used, students were more prepared for a variety of situations that they could face in the real world and were more flexible. This is because, these skills were often necessary in order for the student to be able to be a productive member of the group. As a result, the total amounts of learning comprehension increased when both collaborative efforts were utilized, as students would think with increased amounts of logic. This is significant, because it shows how the traditional method of individual learning is effective. Yet, in order for learning comprehension to increase as much as possible both models must be used. Part of the reason for this, is the collaborative approach will give students more than just way to learn the material, which will cause the overall amounts of learning comprehension to increase. (Gokhale, 1995)

Lou, Y. (2001). Small Group and Individual Learning with Technology. Review of Educational Research, 449 -- 521.

In this article, the authors are seeking to determine if students learn more effectively using technology in group or individual settings. Where, researchers examined 486 different studies on a total of 11,317 people, to decide if using computer technology in a group or individual setting is more effective. The results were: small groups that were using technology would have more effective amounts of learning comprehension, in comparison with the individual approach. This is significant, because it shows how the use of technology and small group can increase the total amounts of learning that are taking place. As a result, this information can be used to corroborate the above information on the effectiveness of group learning over the individual. The way that this relates to the different learning styles is: group study and the use of technology are simultaneously addressing the various ways that students learn. (Lou, 2001)

Cappel, S. (2005). Teaching Styles. Learning to Teach in the Secondary School. (pg 276 -- 288). New York: Routledge.

In this piece of literature, the author discusses how there are two different types of learning styles that students will use in the public school system these would include: shallow and deep learning styles. According to the author, they studied why different learning styles would vary from student to student, by interviewing them. The results were that shallow learning would take place when students were trying to do just enough to meet the basic qualifications. On achievement tests, most students would learn the material for the test and then they would forget everything that the learned. This is problematic, because when you have this kind of learning taking place, the overall quality will be lower. Where, students are learning the material because they are forced to. Over the course of time, this means that most of the information that they will learn during their education will be forgotten when they become older. At which point, they could have trouble adapting to a world that is being impacted by globalization. Those individuals who have no education or who fail to use what they are taught; will have difficulty specializing and adapting to the changes that are occurring. Deep learning is when there is an understanding of the material on a level, where the person can tell you in their own words what it means. Once this takes place, is when the student will be able to remember the material that was presented several years down the road.

Next, the literature discusses the overall role that shallow and deep learning will play in an educational environment. Where, both students and the educators will use these types of learning subconsciously. For example, a student can drift between shallow and deep learning throughout the school day, based upon the way various material is presented to them. In those situations where the student is more actively involved in the course, the greater the overall understanding of the material. This is because deep learning is involved from the social interaction. Then, during another class the student engages in shallow learning, as they find it a requirement they must take. While in the case an educator, they will go through deep learning when they have interactions and discussions about those ideas that interest them. When they are forced to sit and listen to something they could find boring (such as a long staff meeting) they will have shallow learning. This is significant; because it shows how there must be a conscious effort from the teacher, to increase the overall amounts social interaction when the material is being presented. Once this take place is when both the student and teacher will engage in deep learning.

What this shows, is that the standard one size fits all approach that is used by the public school system is not working. What more than likely is occurring is: shallow learning is taking place throughout the day, with both educators and students. This is because some educators could believe that the model is not effective, at helping them reach out to students. Depending upon the school, they may not have the flexibility to adapt their teaching style, to help improve student learning. At which point, the educator becomes frustrated and will do just enough to get by. Once this takes place, is when they will show shallow learning throughout the course of the school day. The students will sense this lack of enthusiasm, as the overall interaction between the student and the educator is more rigid / formal. Once this occurs, is when the students will engage in shallow learning, as they find the teacher boring and out of touch with reality (at least from their viewpoint). This is significant, because it shows how the model that public school system is using is: similar to a cancer that is causing students, to think that learning is something they are forced to do. (Cappel, 2005)

Ornstein, a. (2008). Effective Education Internationally. Foundations of Education. (pg. 458). Boston, MA: Wadsworth Learning.

In the piece of literature tilted, Effective Education Internationally, it highlights how the International Association for Evaluation of Educational Achievement began comparing the achievement scores of student in the developed countries, since the 1960's. In most areas, the United States remained in the middle to low end of the range. This is significant, because it shows how the current model that is employed by the school system is not working. Where, the educational achievement scores have remained well behind the developed countries since the 1960's.

This information can be corroborated with the source presented previously, that discusses deep and shallow learning. In many ways, one could infer that the current model that is being utilized is helping to promote mediocrity, as shallow learning is taking place. This is because students are only learning the material, due to the fact that they are forced to. At which point, the educational scores of the nation will remain in essentially the same range, as the students have no desire to retain the material. Once this take place, it meant that the achievement scores will flat line, if not decline. The information that was presented in Effective Education Internationally can corroborate how shallow / deep learning and the one size fits all approach, is contributing to this atmosphere of mediocrity in the public school system. (Ornstein, 2008)

Ryan, K. (2007). English Language Learners. Those Who Can Teach. (pp. 72 -- 73) Princeton NJ: Centerreach.

In this piece of literature, the author has identified alternative learning styles that are used in teaching these would include: looking for different modalities (as to how someone will learn) and examining the various learning modules (to determine what would best for the student). The literature then discusses, how this has created debate among educators, as to which method would work most effectively for teaching. At which point, the author discusses what educators thoughts are on implementing such a model at their school. These would include: understanding the different types of intelligence / learning style, determining the practicality that implementing such a system would have in the classroom, understanding the most common characteristics for each learning style and determining how you will account for various learning styles in other students. This is significant, because it shows how an educator must carefully evaluate; the different ways they can account for various learning styles in the classroom, using common sense and flexibility. (Ryan, 2007)

Swisher, K. (2000). American Indian / Alaskan Native Learning Styles. Retrieved June 20, 2010 from Eric Digests website: http://www.ericdigests.org/pre-9220/indian.htm

In the article, American Indian / Alaskan Native Learning Styles, it discusses how many Native American students are becoming frustrated with the educational process. Where, the public school system will assume that all American Indians are the same. As a result, a standard protocol for teaching at these different schools was developed. The problem with this model, is that is does not account for the unique cultural traditions of each tribe. Where, there are currently 500 different American Indian tribes, who speak 200 different languages. To adapt the curriculum more towards the student, the author suggests that an innovative strategy is used. Where, the educator must use direct observation and experience, to customize the material for each educational environment. To achieve this objective, they suggest that you use six field tested techniques to include: determine the way student attitudes change with each learning style, plan events using the preferred ways of learning, implement learning experiences that were planned, evaluate the learning experiences, adjust the curriculum to changes in the classroom and provide positive / successful experiences in the classroom. What this shows, is that students will learn based upon their culture and learning preferences. As a result, those educators who know how to provide students a way of learning, based upon these two factors will improve the overall quality of education that is being provided. (Swisher, 2000)

Edmonton Catholic Schools. (2010). Retrieved June 20, 2010 from ECSD website: http://www.ecsd.net/programs/alternative_education.html

This website provides a real world example of a school system that is using an approach that teaches to the student's unique learning style. Where, the Edmonton, Alberta; Catholic Schools have begun implementing such a procedure for their students. Under the program, the school system will take the basic curriculum requirements and then augment them with different courses / curriculum. This allows each student to learn according their individual learning style. A good example of this can be seen by looking at the different courses that are offered to include: second language programs, special education, specialty programs and international programs just to name a few. In this particular case, a web site was chosen of an actual school system that is using this curriculum in the real world. This is important, because it can provide educators with a basic blue print, as to how they can take the national standards and combine them with the different learning styles of each student. Once this takes place, educators have a chance of breaking through the constant barriers and frustrations; they feel in reaching out to various students. At which point, the overall quality of education that is being provided will improve. ("Edmonton Catholic Schools," 2010)

Austin, G. (2008). Alternative Education Options. Retrieved June 20, 2010 from Stanford University website: http://www.stanford.edu/dept/SUSE/gardnercenter/docs/AEO%20Issue%20Brief%204-26-08fin.pdf

In the article, Alternative Education Options, it discusses how in California a 1965 law requires: that those schools that have over 100 students in enrolled in the 12th grade; must provide alternative arrangements for students to receive their high school diplomas. Despite this law, the majority of students in the state's public school system do not use the alternative programs. With a total of 115 thousand students, using the 519 schools that offer these programs to receive their high school diplomas. According to the researchers, they found that after studying a variety of different educational statistics provided by the company West Ed, that this program was being severely under utilized. Where, the majority of citizens were unaware that this program existed. Those who were utilizing the program; claimed that it could be more effective if there were more resources dedicated to promoting it, as a choice to the status quo. This is significant, because it shows how the state has acknowledged that alternative forms of education are viable solutions for addressing the public school system. The problem with this program is that, the various politicians and administrators have no vested interest in promoting this an effective way of improving the education. This information can be used to corroborate, some of the underlying reasons as to why such programs and not being utilized. This is despite the fact that overwhelming evidence is showing, the effectiveness of using this educational model. As a result, this underscores that such programs do exist, yet because of a lack of commitment and funding, they are often ignored. (Austin, 2008)

Foderaro, L. (2010). Alternative Education Path for Teachers Gains Ground. Retrieved June 20, 2010 from New York Times website: http://www.nytimes.com/2010/04/19/education/19regents.html

In this article, the author discusses how there is push to change the way that teachers are trained. Where, the overall model of the status quo has resulted in lower achievement scores, despite the fact that more money is spent on education. To address these issues, a number of states and the federal government, have begun to reform teacher training / educational programs. With a total of $235 million allocated in the Department of Education's 2011 budget, as these funds will be used to provide traditional and alternative forms of training. There will be more of an emphasis on showing educators how to teach using the alternative method, as a way to effectively reach out to students. Commenting about the proposed changes Arne Duncan the U.S. Secretary of Education said, "Many, if not most, of the nation's 1,450 schools, colleges and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st-century classroom." This is significant, because it shows how changing teacher training and the way that they plan for their lessons, can have a dramatic impact upon the overall quality of education. Where, those teachers who use alternative forms of planning / teaching will be able to adapt to the changes that are occurring in the world of education. Over the course of time, this will have a dramatic impact upon students, as they are exposed to the material in a variety of different ways. At which point, the quality of education that is being received, improves. (Foderaro, 2010)

Cullingford, C. (2006). A Status Report on Teacher Mentoring. Mentoring in Education. (pp. 39 -- 42) Aldershot, UA: Ashgate.

In this piece of literature, the author discusses the overall role that mentoring and improved teacher training programs, can have in improving the quality of education that is being received. Where, after studying various research on the subject, they found that in many cases new teachers are willing to take a reduction is salary. This is because they wanted go to schools which have outstanding mentoring / teaching programs. The reason why, is because those schools that offer mentoring and training programs, give teachers a solid foundation for creating their overall teaching style. This is important, because what a teacher learns in the first few years of their career, will determine how effective they will be at reaching students in the future. If new teachers can have passion for learning, through what is taught in good training / mentoring programs, they can pass this on to their students. (Cullingford, 2006)

Villia, P. (2006). High Qualified Teachers. Teacher Change and Development. (pp. 217 -- 218) New York, NY: Nova Science Publishers.

In this piece of literature, the author discusses how a teacher training model can be implemented and improved in an educational environment. Where, there are several key elements that must be considered to include: improving collaboration between teachers / administrators, understanding how teaching to different learning styles can be implemented as a part of the educational curriculum, it provides training to improve student behavior, brings parents in as a part of the process and uses the assessment data to identify areas that need improvement. This is significant, because it shows how teacher training needs to be a collaborative effort, involving a number of different elements. When this takes place, you can dramatically improve the training that teachers are receiving, helping them to be more effective at reaching out to students. At the same time, this strategy has a way of monitoring and identifying for weakness, by using assessment scores to identify anomalies. At which point, administrators will know what are the areas they need to improve upon in the future. (Villia, 2006)

Hobson, a. (2002). Student Teachers Perceptions of School Mentoring. Mentoring and Tutoring, 10 (1), 5 -- 20. http://www.informaworld.com/smpp/content~db=all~content=a713685448

In this article, the author discusses the effects that teacher mentoring is having on teachers. Where, researchers surveyed 224 student teachers in Northern England in 1999. The results were: that teacher-based mentoring programs were a key factor in helping determine the level of success for student teachers. That being said, researchers also found that not all mentoring programs are as effective as others. This is significant, because it shows how teacher mentoring, can help provide an effective way of developing teaching styles. The fact that not all programs are as successful as other shows; that flexibility must be applied and that the program must be modeled after those that have been successful. This confirms that effective teacher training and mentoring, can help to dramatically improve the overall quality of education. Like many programs, the way that the training modules are structured will speak volumes, as to how successful the program will be in future. This is why it is important, to always have flexibility and use those elements that have been successful in other teacher training programs. (Hobson, 2002)

The Results of the Literature Review

The results of the literature review, is that there is clear link between the overall quality of education that is being received and the way the information is being presented. Where, the research shows that students will learn based upon a number of different factors. When an educator is able to identify what factors help each student to learn most effectively and encompasses them as a part of the curriculum; they are improving the overall quality of education that is being received. This is because when educators are presenting the material, based upon someone's unique learning style. They are helping the student to see the material in several different ways. This provides them with: further explanations, it makes the material easier to understand (based upon various individual factors) and the discussions are more interesting. Once this takes place, is when students will be able to remember the material that they are taught after the course is over. Where, they will have the highest form of learning comprehension, based upon the fact they are engaging in deep learning vs. shallow learning.

Next, the research discusses how group work has proven to be effective at improving the overall amounts of learning comprehension. Where, two different pieces of information highlight how this is allowing students to learn beyond the traditional methods that are used in the classroom. This is because group work will often involve collaboration with the entire class. When this is taking place, it will automatically mean that the discussions will be more interesting and the students are learning using a number of different styles. As a result, they will have a deep level of learning, versus sitting and listening to the traditional lecture. Once this takes place, it will mean that the students will remember the material that is presented. This significant, because this can used as a part of the specific lesson plans, to improve the overall amount of learning comprehension on key subjects. Where, students will see the information that is being presented to them, as more than just something they are forced to learn. Instead, they will see the information as a part of a lively discussion. At which point, they will find the material interesting and will begin to automatically engage in deep learning.

Then, the various piece of literature uncovered that technology can be used as a way to improve learning comprehension. This is because, when educators are using technology as a part of the curriculum, they are appealing to each student's unique learning style. As a result, the overall amounts of learning comprehension increase. Where, students can see the material presented in a different way that will increase excitement. Once this take place is when you will see an increase in the overall amounts of learning comprehension. With students engaging in deep learning because they find the information fascinating. This is significant, because when you can use different forms of technology to reach out to students, it automatically is teaching each student according to their learning styles. In a traditional classroom setting, this could be used as tool to dramatically refocus the students, helping to improve their overall understanding of the material.