By Rita Dunn, Shirley A. Griggs
This article synthesizes the study at the studying variety features of 5 culturally different teams: local american citizens, Hispanic american citizens, African american citizens, Asian american citizens, and eu americans. even supposing each one of those teams has distinguishing beneficial properties and differs from different teams on the various 22 components that represent studying type, there are wide within-group diversifications that restrict generalizations. Dunn and Griggs determine a multidimensional version of studying sort, describe a complete evaluation device for picking an individual's studying kind, and supply numerous academic interventions that accommodate varied studying sort personal tastes.
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Extra info for Multiculturalism and Learning Style: Teaching and Counseling Adolescents
That occurred in high school English (Nganwa-Bagumah, 1986; Shea, 1983), high school mathematics (Orsak, 1990b), junior high school word recognition (Delia Valle, 1984), and junior high school mathematics (Hodges, 1985). Teachers should permit students to redesign the conventional secondary school classroom with bookcase-type dividers placed perpendicular to the walls to permit quiet, well-lit areas and, simultaneously, sections for controlled interaction and soft lighting. Dividers can be made from cardboard boxes obtained without cost from a local supermarket or ap- Understanding Learning Styles 19 pliance store.
3. Underachieving, at-risk, and dropout students are almost exclusively tactual and/or kinesthetic learners. Auditory preference is usually their tertiary modality. Often students are either tactual/kinesthetic or tactual/auditory but low visual. Introducing tactual students to new material with flip chutes, pick-aholes, multipart task cards, and/or electroboards and then reinforcing what was introduced with kinesthetic-visual resources is likely to help many of them to achieve better than they have previously (see Chapter 7).
Resistanceandimmersiondenote the stage of active rejection of the dominant group and acceptance of one's own cultural subgroup in which the adolescent affiliates exclusively with the minority group and may perceive bias and injustice as widespread. 4. Introspection includes an indepth examination of the values of both the minority and dominant cultures. 5. Synergetic articulation and awareness delineate developing an identity that selects elements from both the dominant and minority group values; at this stage the adolescent becomes biculturally successful.
Multiculturalism and Learning Style: Teaching and Counseling Adolescents by Rita Dunn, Shirley A. Griggs