Standardized Learning Style Analysis

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Standardized tests are not an effective equalizer, as each student learns differently. While the most effective way to teach someone is to cater to their learning style, one of the best ways to help shape curriculum to meet the needs of a child is to use multi-sensory methods of teaching (Lamarche-Bisson 268). A learning style is a favored method of gaining and retaining knowledge or comprehending material (Lamarche-Bisson 268). The three principal styles are kinesthetic, auditory, and visual (Lamarche-Bisson 268). Learning styles affect participation, reactions, relationships, and preferred problem-solving methods (Lamarche-Bisson 268). When information is not presented in a manner that a child an understand this may cause discouragement, …show more content…
One of the biggest concerns is for Latino students, especially those subjected to de facto segregation (Ramirez, and Carpenter 599-603). Many Latinos are placed in English as a Second Language programs because administrators assume that they all need the same type of education; unfortunately, they are perceived as future dropouts rather than future graduates (Ramirez, and Carpenter 599-603). These assumptions often cause problems, as each person is intelligent in their own way. According to research conducted by psychologist Howard Garner, there are seven different types of intelligences: musical, bodily kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal (Lamarche-Bisson 268). Encouraging a child to learn in their own way and building upon their own intelligence will help them all throughout their life (Lamarche-Bisson 268). In basic terms, every child is different, and their individuality in learning makes them who they are; unfortunately, standardized tests do not account for that, and teachers are suffering because of …show more content…
Teachers are becoming more and more limited in their ability to vary methods of teaching, as the need to teach to the test continues to increase. Teachers across the country are trying desperately to increase student scores on state mandated testing (Popham 36-39). The curriculum deprives them the freedom to organize their instruction the way they see fit (Phelps 38-42). While the concept of “item teaching” – or teaching directly what will be on the test considered cheating, teachers are under pressure to boost scores, therefore, they tend to focus for a longer amount of time on a range of test material (Popham 36-39). Unfortunately, high scores do not always mean more learning within the classroom, although the tests attempt to measure whether or not a student has mastered a subject (Popham 36-39). Standardized tests are a large part of educational accountability, they gauge whether or not a student has comprehended the presented material (Paige, and Weaver 46-49). Teaching to the test is often harmful, not only have teachers begun focusing more on how to take a test than what content will be tested, but they are also using more class time to focus on test subjects, which leaves little time or focus for the subjects that are not tested (Phelps 38-42). Since the enactment of the No Child Left Behind Act (NCLB), teachers are encouragement to devote time to the test primary subjects:
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