A significant drawback of conventional schooling is that it does not support – or perhaps cannot support – a variety of learning styles. Conventional educational methods are prejudiced in favor of children who learn best through linguistic and logical approaches. For children who learn more easily in other ways, this prejudice might result in the perception of low general intelligence and misdiagnoses of learning disabilities.
Learning Styles
In his book, Frames of Mind: The Theory of Multiple Intelligences [Basic Books, 1983], researcher and professor, Howard Gardner, proposed that each person possess at least seven basic "intelligences" with some types more prominent than others. In other words, rather than having one general level of intelligence, for better or worse, Mr. Gardner suggested that everyone has a unique ratio of intelligences. Gardner’s seven intelligences include the following.
- Linguistic (lectures, discussions, word games, storytelling, reading, writing, etc.)
- Logical-Mathematical (brain teasers, science experiments, number games, critical thinking, workbooks, etc.)
- Spatial (visual presentations, art activities, metaphor, imagination games, etc.)
- Bodily-Kinesthetic (hands-on, physical activities, tactile experiences, drama, dance, relaxation exercises, etc.)
- Musical (songs, rhythms, etc.)
- Interpersonal (group activities, peer tutoring, social gatherings, one-on-one conversations, etc.)
- Intrapersonal (individualized instruction, independent study, etc.)
Unschooling Supports a Variety of Learning Styles
Unschooling is an unconventional approach to learning that gives children the freedom and flexibility to intuitively learn in the easiest and most enjoyable way for them. For example, using Gardner's "spacial-kinesthetic" learning style as a model, a parent or educator might recognize that a child learns best from visual presentations along with the freedom to move around. The same child may feel the need to pace while performing logical, cerebral types of activity, such as calculating math problems.
Another child may habitually hum or sing while performing creative tasks, such as drawing or organizing objects. The same child may work better alone, free of inhibitions caused by an audience. Habits and preferences such as these may change over time.
Action Styles
Just as each individual has his or her own optimal style of learning, each person also has an individual approach to getting started and proceeding through projects, problem solving, and other learning endeavors.
In an article entitled "How to Be Wildly Successful" (O Magazine, January 2006), Martha Beck proposed four instinctive styles of action.
- Quick start (jump right in and figure it out, trial and error)
- Fact finder (seek information and instruction before beginning)
- Implementer (create models, physically manipulate the problem)
- Follow-thru (create systems, methods, forms to follow)
Ms. Beck pointed out that traditional schools have been designed mainly by "follow-thru" types, which might cause trouble for children who work differently.
Children with different action styles can work well together. For example, one child may jump in and get a project started while another observes, gathers information, and makes plans to see the project through to completion.
Educators who maintain awareness of children’s strengths, abilities, interests, and habits can readily open doors to activities that best meet each child’s needs.
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Sara McGrath - Sara is a veteran homeschool mom of three, Usborne consultant, and the author of Unschooling: A Lifestyle of Learning.
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