Supporting How Children Learn Best - written by JOHN CRUSER

During circle time Luis rhythmically taps his fingers on his knees while Miss Pingry reads the story, The Teddy Bears' Picnic. Marcy says, "Shhh. I can't hear!" Meanwhile, Darla enthusiastically hugs her best friend.

In this brief scene, behaviors typical of most four year olds are observed. How this scene plays out, however, depends upon the teacher. She could be annoyed that Darla and Luis cannot keep to themselves and sit quietly. She might reason, if they would do that, then Marcy would not have to make that irritating "shhh" sound. Or, Miss Pingry might understand that children learn in different ways and they have their own preferences for the way they do things.

Using the Learning Styles Model and Multiple Intelligence Theory in the Classroom
Although learning styles theory and multiple intelligences (MI) theory are different, they can be included to help children learn in many ways. Learning styles theory has to do with differences in the process of learning, while the theory of multiple intelligences is more content-oriented. Both theories stress that people are sole and learn differently. Let's look at how you can adapt these theories for the kids in your classroom.

Learning Styles Model
Teacher training mumbai developed the Learning Styles model and planned for it to be used as a tool for organizing the classroom to respond to children's individual styles and needs. The Dunn model includes five areas that affect learning: environment, emotions, social, physical, and emotional. Within each of these dimensions, there are many elements, which will be described below, that control each child differently. The child's fondness can change with age, are not fixed, and can be influenced by cultural background or gender.

Environmental
- Sound. Some kids like calm surroundings, while others prefer or don't mind noise.
- Light. Certain kids prefer bright lighting. Others work better in a dim environment.
- Temperature. Some kids like it cool; however, others want to be warm.
Emotional
- Motivation. Some kids receive their inspiration from the teacher or parents, while others are self-motivated.
- Persistence. Certain kids stick with a project to the end. Others need constant support to keep going.
- Responsibility. Some kids can work separately, while others need more direction.
Sociological
- Self. Some kids work best alone.
- Pair. Other kids like to work with another child.
- Adult. Some kids like to work closely with an adult for direction.

Physical
- Intake. Some kids like to have drinks or eat while they are working while others don't feel the need for this type of refreshment.
- Time. Some kids focus best in the morning. Others prefer the afternoon or evening.
- Mobility. One child may move around while another child can sit for hours.
Psychological
- Global/Analytic. Some kids learn best by seeing the whole picture or idea; however, others prefer to have a concept broken down into its section parts.
- Hemispheric. Right-brained kids prefer the arts, whereas the left-brained learners like math problems.
- Impulsive/Reflective. Some children fast jump into tasks while others take their time to make decisions and think things through.

Multiple Intelligences (MI)
When Dr. Howard Gardner, Co-Director of Project Zero and Professor at Harvard University, wrote Frames of Mind in 1983, his planned audience was psychologists, not teachers. However, early childhood care and education educators have excitedly embraced his Theory of Multiple Intelligences. Gardner's MI theory supports a cross-cultural viewpoint of human cognition. He doesn't look at being elegant from the usual vantage of consistent test scores, as an alternative, he sees the intelligences as abilities for learning, solving problems, or creating something that is respected in one's culture.

Gardner's theory suggests that each child not only learns quite in a different way, but possesses unreliable amounts of strengths in the eight identified intelligences. For this reason, kids are fascinated to particular types of activities because they show strength in a certain type of intelligence. As a teacher, you may wish to introduce new materials and information through a child's strongest intelligence because he seems to learn best this way. However, it is essential to make sure that kids have opportunities to learn, solve problems, and create through all of the multiple intelligences.

Using Learning Styles and Multiple Intelligences in the Classroom
Can you draw from both theories to support your children's learning? Of course you can! Any time you have a "data bank" of useful information about how individual children learn best, it is a plus for everyone. If the children are comfortable learning through their strengths and preferences, they feel good about themselves and school activities. And, because they are involved in positive ways, you will have fewer behavior problems to manage and a more supportive learning environment for your children

Conclusion:
learning styles theory and multiple intelligences (MI) theory are different, they can be included to help children learn in many ways.