How do cognitive, affective, and physiological factors impact learning? Individuals exhibit diverse styles of learning that are affected by attitudes (such as motivation), reasoning (organization and retention of information), and physical needs (preferences ranging from food and sleep needs to comfort levels for room sound or lighting). Because students exhibit a wide range of individual differences, there is no single optimal educational climate.
How can teachers respond to different learning styles? Teachers may need to adjust room temperature, lighting, and noise level, and plan a variety of activities to accommodate individual student needs. Teachers can work to complement various learning styles, such as visual, kinesthetic, or auditory.
Is gender a learning style? The jury is still out on this question. For example, a number of boys seem to prefer competitive learning, while many girls opt for cooperative learning activities. Is this due to genetics or socialization or some combination of the two? Certainly, the continued emphasis by schools on gender differences, segregating students by sex in comments, daily activities, and even in separate classrooms and schools does little to help cross-gender understanding or harmony.
What are the classroom implications of Howard Gardner's theory of multiple intelligences? Just as some educators challenge the concept of a single appropriate learning style, others challenge the notion of a single type of intelligence. Gardner's theory of multiple intelligences suggests that teachers plan their lessons to incorporate and develop these different intelligences (e.g., ask students to re-enact historical events through dance).
How does emotional intelligence influence teaching and learning? Daniel Goleman advocates that teachers develop students' emotional (EQ) as well as intellectual (IQ) gifts by helping students understand their emotions, "read" the emotions of others, and learn how to manage relationships.
How are the needs of special learners met in today's classrooms? The Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities access to public education, and requires that individualized education programs document school efforts and student progress. Despite this law, there are no easy answers to identifying or educating special needs children, and there is much debate around the wisdom of inclusion or mainstreaming. Included in the special education category are gifted and talented students, who are often neglected. School programs for these students usually focus on either enrichment or acceleration.
