As different as we all are in looks, so different too, are we in our strengths, weaknesses and preferred manner of taking in information. When we are called upon to work out the same problem as othersm we would each solve it our own way, according to our own different background and experiences and preferred way of doing things. We all have our own way of learning. Many educators do not recognize that all children cannot learn the same thing in the same way and many a child have been destroyed by this fact. They think they are different from other ‘geniuses’. Many children are made to feel this way when they compare work required from a teach who expects every child to arrive at an answer in the same way.
Each child has their own personal learning, working and thinking style as well as their own way to absorb, retrieve and convert information into knowledge. This is as unique as our fingerprints and DNA. We assimilate and accomodate knowledge in a different fashion from our peers. Therefore, learning environments and teachers need to cater for the diversity of styles and use a child’s talents and knowledge as a base on which to build. How can we allow ourselves to be influenced by standardized tests once we have this knowledge? Standardized tests are organized around one thinking style; one way of learning. They do not take the background knowledge of a child into account and have proved to be a disservice to many. According to Dryden and Vos (2005), “Most of these assessment systems such as Scholastic apritude Test are based on IQ or “Intelligence Quotient” tests developed around a century ago.”
– Excerpt from Grossi, Lanterns & Lunch Tins, pages 53-54.
Knowing what we know to be inherently true today, about the possibly infinite different intelligences and ways or learning, how can we still be trying to use these standardized tests as a means to educate and classify our children? Homeschooling provides one answer to this problem, but not a solution if we are still stuck in thinking that the intelligences of our children should be measured as ours were.
Breaking free of this thought trap is imperative in establishing a solid support structure for our children’s future of learning.