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.
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 can teachers meet the diverse needs of an increasingly multicultural student population? Today, approximately one-third of the student population is of color, both enriching and challenging our schools. Knowledge about different racial and ethnic groups is critical, yet destructive stereotypes persist. Teachers should work to ensure equitable attention, nurture different learning styles, and include a curriculum that reflects the contributions and experiences of all groups.
What are the different levels of multicultural education? James Banks identifies four levels of multicultural education: contributions, additive, transformation, and social action. The contributions and additive levels are fairly superficial, while the transformation and social action approaches offer more profound opportunities to learn about the nation's and the world's rich diversity.
What are the political and instructional issues surrounding bilingual education? In Lau v. Nichols (1974), the Supreme Court ruled that schools were deficient in their treatment of students with limited English proficiency. Congress subsequently passed the Bilingual Educational Act, and many districts have robust bilingual programs. Some programs teach students in their native language until they learn English (the transitional approach), others teach in both languages (the maintenance approach), and some use English as a Second Language (ESL). Studies suggest that many bilingual programs often fall short of their goals, and some critics advocate fast-paced immersion (also termed "submersion"), an effort supported by those who want English to be declared the "official" American language. The future direction of bilingual education may be as much a political determination as an instructional one.
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.
