Many students tend to struggle if the only resource they use is a textbook. We know that all students learn differently. Thus it makes more sense for lessons to be taught and assessments to be made in multiple ways that span many different learning styles. The chapter spoke to multimodality and focused prmarily on four areas: gestural, visual, auditory, and kinesthetic. We sat up a lesson using multimodality for a hisotry class covering the home front during WWII.

 

Gestural: For gestural, we used an "act out the story" method. This way students can get up and "role-play" through the history. By acting out roles their chances of remembering what happened goes up.

 

Visual/Auditory: we placed these categories together by using youtube links. Click on a link below to see any of the videos we found:

Kinesthetic: Finally we had the students create a war-time poster with a partner.

 

Using Dewey's methods, some of the activities allowed students to learn by doing and experience. They also were to have Vygotsky's social interaction and collaboration during their poster making. I would have to say, however, that Gardener's MI are probably more significantly used in the multimodality activities we created. In the end, diverse and different learners had more of an opporunity to learn the material, because it was not given to them in textbook form only.

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Nice job on this Candace! Thank you!
This seems to be critical to remember. I know I was always discouraged when a teacher assigned endless pages in the textbook.

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