{"id":5668,"date":"2018-03-16T13:00:57","date_gmt":"2018-03-16T20:00:57","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5668"},"modified":"2018-03-16T13:00:57","modified_gmt":"2018-03-16T20:00:57","slug":"embodied-learning-styles","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/16\/embodied-learning-styles\/","title":{"rendered":"Embodied Learning Styles"},"content":{"rendered":"

Embodied Learning is the idea that learning requires and should involve the whole body.\u00a0 Using and incorporating the body doesn’t just enhance learning, it is an essential part of the equation.\u00a0 In the Lindgren and Johnson-Glenberg\u00a0(2013)\u00a0article, they explain that “…human cognition is deeply rooted in the body’s interactions with its physical environment”\u00a0(p. 446).\u00a0 When thought about in this way, this is how we learn.\u00a0 We see, hear, touch, and smell the world around us to make sense and learn how to survive.\u00a0 Historically, this is how we have learned anything and everything.\u00a0 The experiences with our senses are so foundational for sense and meaning making.\u00a0 Why would this be any different in a classroom?\u00a0<\/span><\/p>\n

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In Lindgren and Johnson-Glenberg’s\u00a0(2013) article they explore an idea that was thought provoking for me.\u00a0 They describe that\u00a0embodied learning benefits everyone, even though learning styles or multiple intelligences tell us that some learners are more predisposed to learning kinesthetically.\u00a0 Taking issue with this, they argue that “…this idea obscures the fundamental relationship that body activity has to cognitive processes generally and the notion that prescribed physical engagement with learning content can be conceptual development benefits that apply to all students”\u00a0(Lindgren & Johnson-Glenberg, 2013, p. 448).\u00a0 There are important developments and milestones all students need that are generated from embodied learning, from using the senses and our first hand, active experiences.\u00a0 By only offering these opportunities through multiple intelligence or learning style choices, students are denied meaning making in their own environment, with their own tools.\u00a0<\/span><\/p>\n

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Over the last few years I have been giving a lot of thought to the ideas and notions around learning styles and multiple intelligences.\u00a0 Every once and a while, an article comes across my screen that tries to sway me one way or another but my feet seem to be firmly planted in Switzerland.\u00a0 I am curious about what your experiences are; have they been successful?\u00a0 Do you feel that multiple intelligences provide students with pathways to success that they might not otherwise have?\u00a0 Or do you think that they are another set of labels that pigeonhole students into making the same choices?\u00a0 What value is there is students knowing their learning styles and\/or multiple intelligences?\u00a0<\/span><\/p>\n

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If you are interested, give this article a quick read:\u00a0https:\/\/www.edutopia.org\/article\/learning-styles-real-and-useful-todd-finley<\/a>\u00a0\u00a0<\/span><\/p>\n

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Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by Embodiment.\u00a0Educational Researcher<\/i>,\u00a042<\/i>(8), 445-452.\u00a0http:\/\/dx.doi.org\/10.3102\/0013189×13511661<\/a>\u00a0<\/span><\/p>\n

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N\u00fa\u00f1ez, R. (2012). On the Science of Embodied Cognition in the 2010s: Research Questions, Appropriate Reductionism, and Testable Explanations.\u00a0Journal Of The Learning Sciences<\/i>,\u00a021<\/i>(2), 324-336.\u00a0http:\/\/dx.doi.org\/10.1080\/10508406.2011.614325<\/a>\u00a0<\/span><\/p>\n

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Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness and dynamic adaptation.\u00a0Technology, Instruction, Cognition And Learning<\/i>,\u00a01<\/i>(1), 87-114.\u00a0\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Embodied Learning is the idea that learning requires and should involve the whole body.\u00a0 Using and incorporating the body doesn’t just enhance learning, it is an essential part of the equation.\u00a0 In the Lindgren and Johnson-Glenberg\u00a0(2013)\u00a0article, they explain that “…human cognition is deeply rooted in the body’s interactions with its physical environment”\u00a0(p. 446).\u00a0 When thought […]<\/p>\n","protected":false},"author":31999,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669393],"tags":[],"class_list":["post-5668","post","type-post","status-publish","format-standard","hentry","category-c-embodied-learning"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5668","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/31999"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5668"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5668\/revisions"}],"predecessor-version":[{"id":5669,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5668\/revisions\/5669"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5668"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5668"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5668"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}