I grew up believing that there was one dominant learning style, which was what I experienced throughout school, university, and the early years of my career—auditory learning. In traditional educational settings, this typically involved teacher or tutor-led lectures, discussion groups, and corporate seminars or workshops in the workplace. However, as I delved into corporate training during my time as an HR professional, I learned about the theory of four distinct learning styles: Visual, Auditory, Reading/Writing, and Kinesthetic (VARK).
1. Visual (V): Visual learners prefer to process information through visual aids such as diagrams, charts, graphs, videos, and other visual representations.
2. Auditory (A): Auditory learners prefer to process information through listening and speaking.
3. Reading/Writing (R): Reading/Writing learners prefer to process information through written text.
4. Kinesthetic (K): Kinesthetic learners prefer to process information through hands-on experiences and physical activities.
I have to admit, I haven’t questioned this theory, and research suggests that educators haven’t either, with 9 out of 10 of them believing that students learn better in their preferred style.
I was surprised to read that many neuroscientists consider the VARK theory to be a myth.
There is no proof of the value of learning styles as educational tools, and psychologists and neuroscientists are puzzled as to why this preoccupation with learning styles exists. This can probably be explained by the fact that even though scientists have failed to find evidence for VARK, they haven’t conclusively proved it invalid. The Null Hypothesis approach of rigorous scientific process, e.g. every theory is invalid until proven correct, doesn’t carry quite as much traction in the real world, evidently.
In the absence of scientific confirmation that VARK is failing students, it is understandable that educators continue to provide students with the choice of learning style they feel most comfortable with. While not evidence-based, the VARK model enables us to understand our learning preferences better and shape our lessons accordingly, making learning more enjoyable and subsequently more effective. However, it’s crucial to remain flexible in our approach and be willing to adapt to less ideal learning situations in pursuit of our educational goals.
October is here. Along with the Autumn, cold weather and Halloween, it brings with it an important occasion in the world of education: World Dyslexia Awareness Day, which falls on the 8th of this month, to be specific This day serves as a reminder of the challenges faced by individuals with dyslexia, a learning difference that affects the way people process and understand written language. Let’s take a look into what dyslexia is, its impact on remote learners, and offer valuable tips to empower those with dyslexia in the digital classroom.
Dyslexia is a neurological condition that primarily affects reading and language processing skills. It is not related to intelligence, and individuals with dyslexia often possess creative and innovative thinking abilities.
Dyslexia can manifest differently in each person, but common challenges include:
Difficulty with phonological awareness: Individuals with dyslexia may struggle to identify and manipulate the sounds within words, which can hinder their reading and spelling abilities.
Slow reading and decoding: Dyslexic learners may read more slowly and have difficulty accurately decoding words, which can lead to frustration and anxiety.
Working memory challenges: Remembering and processing information in real time can be challenging for individuals with dyslexia.
Spelling difficulties: Dyslexia often results in spelling errors and difficulty retaining spelling rules.
Dyslexia should never be seen as a limitation; instead, it can be a source of unique strengths and perspectives. History is full of individuals who not only coped with it but actually did quite well for themselves, too. The brilliant physicist Albert Einstein, renowned for his groundbreaking theories on relativity, for one. His ability to visualise complex scientific concepts and think creatively was undoubtedly influenced by his unique cognitive processes. Similarly, successful entrepreneurs such as Richard Branson and Ingvar Kamprad, the founder of IKEA, have openly shared their diagnoses.
These individuals and many others demonstrate that dyslexia need not hold anyone back. With the right support, strategies, and a belief in their own abilities, individuals with it can achieve extraordinary success and contribute significantly to society. It is by no means a roadblock; rather, an invitation to think differently.
The rise of remote learning has brought both opportunities and challenges for students with dyslexia. While the flexibility of online education can be advantageous, it also presents unique obstacles:
Screen Fatigue: Excessive screen time can exacerbate eye strain and fatigue for dyslexic learners, making it more challenging to focus on reading assignments.
Reduced Teacher Interaction: Remote learning may limit one-on-one interaction with teachers, making it difficult for dyslexic students to seek help when needed.
Navigating Digital Platforms: Dyslexic learners may face difficulties navigating digital platforms and software tools, leading to frustration and decreased confidence.
Independent Study: Remote learning often requires more independent study, which can be daunting for students with dyslexia who benefit from additional support.
Now, let’s explore practical strategies to help dyslexic students thrive in the remote learning environment:
Text-to-Speech Software: Text-to-speech (TTS) software can be a game-changer for dyslexic learners. It reads aloud digital text, helping students with reading comprehension and reducing the cognitive load of decoding words. Encourage students to use TTS tools for e-books, articles, and instructional materials.
Practice Mindful Screen Time: To combat screen fatigue, encourage regular breaks and the use of blue-light filters on devices. Establish a comfortable workspace with proper lighting to reduce eye strain.
Structured Learning Routine: Establish a structured daily routine that includes designated study times. Consistency helps students with dyslexia manage their time effectively and stay organised.
Accessible Learning Materials: Ensure that all digital learning materials are dyslexia-friendly. Use fonts like Arial or Verdana, which are easier to read, and provide transcripts or captions for multimedia content.
Visual Aids and Graphic Organisers: Incorporate visual aids and graphic organisers to help students organise their thoughts and better comprehend complex topics.
Use Audiobooks and Podcasts: Audiobooks and podcasts can be powerful learning tools for dyslexic students. Encourage them to explore subjects through auditory learning.
Foster Self-Advocacy: Teach students how to self-advocate by communicating their needs to teachers and seeking assistance when necessary. Encourage them to use virtual office hours and email for support.
Mindfulness and Stress Reduction: Dyslexic learners may experience anxiety related to their condition. Promote mindfulness practices and relaxation techniques to help students manage stress.
Peer Support and Online Communities: Connect students with dyslexia to online communities and support groups where they can share experiences, tips, and encouragement with peers
World Dyslexia Awareness Day reminds us of the importance of understanding and supporting individuals with dyslexia, especially in the context of remote learning. While it presents unique challenges, it should never be a barrier to education.
By implementing the strategies mentioned above and fostering a supportive learning environment, we can empower affected learners to excel in the digital classroom and beyond. And if you or anyone close to you has dyslexia, remember: it’s not a disadvantage, it’s a difference.
Autumn is round the corner and, despite the colour-drenched beauty of the natural world at this time of year, the season’s colder weather and shorter days can have a negative effect on mood. Furthermore, for many of us, the pressure is on again at school, college and work. It can be hard to stay motivated, and to remember the importance of self-care. Here are five ways to look after your wellbeing this autumn, so that you feel positive and resilient, function well, and enjoy a good quality of life.
When life is busy, it can be hard to fit in physical activity. But any way of moving more is likely to be good for you, whether it’s a team sport, running, swimming, dancing, getting off the bus one stop early and walking the extra steps, or taking the stairs instead of the lift. Physical activity is not only good for your body; it’s also likely to boost your mood and improve your sleep.
Could you find a little spare time in your schedule to try learning something new… perhaps something you’ve always been meaning to learn, but never seem to get around to? That might mean studying a new language, taking lessons in a sport, joining a craft group, learning a life skill like managing your finances, or even reading a biography of a celebrity you admire. The learning process is really beneficial for your brain and body, as this BBC podcast reveals. BBC Radio 4 – Just One Thing – with Michael Mosley – Learn Something New To Boost Your Brain And Learning -something new might boost your self-confidence and help you to meet some new people, too.
Life can get so busy… sometimes it can be easy to forget to make time for each other. Why not take a few minutes out of your day to simply enjoy having a conversation? Whether it’s a deep and meaningful discussion with a family member, a relaxed chat with a friend, or passing the time of day with a neighbour, conversation connects you with other people and is important for health and well-being. Just a few words can really make a difference.
Although screens can enhance our lives in a multitude of ways, they can also have negative effects on us, physically, mentally, and emotionally. Research shows that unplugging from technology – even for just a few hours – can make us more productive, help us communicate more effectively with others, increase our ability to learn, assist creativity, reduce levels of stress and anxiety, and improve sleep.
Each day, try to pause for a few minutes. Even if you’re feeling stressed or tired, try temporarily to cease any thoughts of the past or future, and simply exist in the present moment. Notice the details of what’s going on around you. This can have a beneficial effect which will stay with you when you pick up the threads of everyday life again.
It’s hoped that these suggestions will inspire you to prioritise your wellbeing this autumn. If you’d like to investigate further ways of improving your wellbeing, and/or need support with this, go to the NHS website.
Perfectionism is not, in and of itself, a negative trait. Perfectionists are often conscientious high achievers; our greatest weakness is also our greatest strength. But those trying to be constantly perfect can find that every task feels like an unconquerable burden and every essay a path to failure, however unlikely our friends and family might find our doom-laden predictions. Here are three thoughts to use to beat the unrealistic idealism that may currently be beating you.
What is perfect, anyway? Maybe you could decide. Perhaps perfection could simply mean sitting down at your messy desk, ignoring the clothes on the floor, and spending 10 minutes planning the first half of your essay. In this deeply imperfect and challenging world, if you were to be reasonable with yourself, your definition of perfect should, and could, be different. Redefine perfection: make it doable and make it your own.
A to-do list is a depressing sight, if, at every item, we are telling ourselves that we ‘have to’ or ‘must’ do this or that. But turn ‘have to’ into ‘get to’ and suddenly life seems more joyful. Perhaps it is an irritating piece of advice, an unwelcome call to simply have more gratitude, but studying is essentially an overwhelmingly positive thing. You are learning and growing, and you have access to great materials and educated teachers; you are lucky. And so, even if it feels at first like you are lying to yourself, tell yourself, next time you inspect your to-do list: “I get to plan my essay today”.
We will do it, but we are waiting for the perfect time when we are in the mood. Because we know we can do it well, and not just well but REALLY well. And so that is the aim. This isn’t laziness, for the fear is real: we cannot bear to submit anything less than our best; we cannot tolerate failure; and we want to be proud of what we have achieved. We have visualised (or we think we have) the perfect essay or assignment. But the truth is that you have a deadline. Perhaps you could achieve perfection if you had eternity to complete it. But you don’t. Most tasks have a timeline, whether it is 6 years to complete a part-time PhD, or one night to finish an essay. And the test is not what you can achieve, but what you can achieve in the time you have to complete it. The definition of perfect might simply be this: finished.
There’s a difference between writing and storytelling. Writing is easy and storytelling isn’t. You pick up a pencil and scribble words, that’s writing. Storytelling takes imagination, forward-thinking and planning. Crafting powerful beginnings and endings is crucial in captivating your readers from the very first page to the last. Understanding how to write effective beginnings and endings will elevate your writing. Let’s take a look at techniques and tips that will help you create compelling openings that grab attention and conclusions that will linger in your readers’ minds.
A well-crafted beginning sets the tone for your story and entices readers to continue. Here are some techniques to create compelling openings:
Hook Your Readers
The first line is everything. Make it attention-grabbing. The opening scene needs to raise questions or present an intriguing situation. This can be an engaging dialogue, a dramatic event, or a vivid description that piques curiosity. Pose questions that compel your readers to continue on for the answers.
Introduce Compelling Characters
Create characters that resonate with readers from the start. Give them a chance to shine. Take the time beforehand to develop unique personalities, and use this opening scene to make them relatable or intriguing to establish an immediate connection with your audience. Have them ‘save the cat’, which is a term meaning to have your protagonist do something positive to establish them as a good person to get the audience to root for them straight away.
Conflict
Start your story with a problem, dilemma or mystery to create suspense. This can be an internal struggle within the protagonist or an external obstacle they must overcome and will be what drives the story forward. You’ll be able to add context as you progress through the story, so don’t worry about details. In the beginning, the less your audience knows the better.
Foreshadowing
Go a step further by planting hints or clues about future events to create anticipation. Foreshadowing can add depth to your story and keep readers engaged, curious to uncover how the clues will unfold.
An effective ending is the final impression you leave on your readers. Consider these techniques to create memorable and satisfying conclusions:
Resolve Your Issues
This isn’t television, give your audience a satisfying ending. Tie up almost all of your loose ends too (it’s okay to leave one or two little ones unresolved for two reasons. Firstly, it gives a little authenticity to your world—not everything in life gets resolved. Secondly, if you ever get that sequel lined up, that unresolved plot might just come in handy.
Hold Up That Mirror
Use the ending to reflect on the character’s growth, lessons learned, or the overall message of your story. This allows readers to contemplate and appreciate the transformative journey. Leave room for interpretation by crafting an open-ended conclusion that sparks discussion or allows readers to imagine possibilities beyond the story’s confines. Just what did your hero do next? Don’t spell it out, give them a line that could mean one thing or another, or just point them in a certain direction. However, be mindful here of how subtle you’re being, if you’re too obvious or heavy-handed, you could just end up pulling another loose end.
Crafting effective beginnings and endings in fiction is an art that requires careful consideration. No matter what you do, at the very least ignore cliché and try your best to be original.
If you want to learn about writing beginnings and endings in non-fiction, an article on this subject will follow next week, and a link will be provided.
Okay, so before I start, remember this is English Literature – not History. You do not need to write chunky paragraphs about what was happening in the First World War, when it started, ended, or its causes. Of course, such pieces of information are important. But in English Literature, context is not about writing reams of historical details – it is more about showing how such things affected the writer’s ideas, or what was going on at the time in the writer’s life.
If you are studying an English Literature course, you will be aware that context is important. Your teacher or tutor has probably gone on about it – and reminded you to include it (context is, for some reason, something that students are inclined to forget!). Take Shakespeare, for example. What was happening when he was writing, way back in the 1500s-1600s? What was life like then? Whether you are writing about the evils of Macbeth or the humour in Twelfth Night, you do need to show the examiner that you have some understanding of such things. It is worth noting, however, that context isn’t required in every question on every English Literature course – particularly at Key Stage 4. For example, if you are studying An Inspector Calls for the IGCSE with Edexcel, context isn’t assessed. So, make sure you check so you are aware of when you need to write about context.
Context is often worth quite a lot of marks – at both GCSE, or IGCSE, and in A-Level courses. Treat it as a part of the process when you are studying the text in question. Sometimes, students think it is okay to ‘tag on’ a context paragraph – but it isn’t really, as examiners will want to see how it ties in with the text. Why is the supernatural an important part of Macbeth? Maybe it has something to do with King James who ruled at the time. What does Steinbeck show us about the American Dream in Of Mice and Men – and how does the behaviour of George and Lennie link in with this?
One thing that is good to do is ‘drip feed’ context into your work – make sure it is linked to the question and that it reinforces what you are writing. If you do this, you should be well on the way to success.
True Grit and The Revenant are two acclaimed novels that have gained popularity through their adaptations into films. Although both stories are set in the western frontier during the 19th century, and revolve around a protagonist who is seeking revenge against those who have wronged them, each serve as great examples of the differences between the romanticism of the traditional and the darker realism of revisionist westerns.
True Grit, written by Charles Portis in 1968, is a coming-of-age story that follows the young protagonist Mattie Ross on her quest to avenge her father’s death. Mattie hires U.S. Marshal Rooster Cogburn to help her track down the killer, Tom Chaney. The novel explores themes of justice, revenge, and morality, and portrays a world where violence is prevalent and justice is often delivered through the barrel of a gun.
In contrast, The Revenant, written by Michael Punke in 2002, is a survival story that follows the frontiersman Hugh Glass as he seeks revenge against the men who left him for dead after he was mauled by a grizzly bear. The novel explores themes of survival, vengeance, and the brutality of nature. It portrays a world where man is at the mercy of the unforgiving wilderness and where violence is a means of survival.
The main characters in both books are vastly different. True Grit‘s main protagonist, Mattie Ross, is a determined and intelligent young girl driven by her need for justice. She is a strong and independent character unafraid to stand up to men and often able to outsmart them. On the other hand, Hugh Glass in The Revenant is a seasoned frontiersman who has a deep connection to the wilderness. He is a survivor who is driven by his need for revenge and will stop at nothing to achieve it.
True Grit is a novel driven by its strong characters. Whilst Mattie Ross is the strong-willed and determined young woman seeking justice for her father’s murder, she is supported by the novel’s other main character, Rooster Cogburn, a gruff and rugged US Marshal seeking the same thing. Together, Mattie and Rooster make for a formidable team, and their interactions are some of the highlights of the novel.
The Revenant is plot-driven. Set in the wilderness of the American West, and the harsh and unforgiving environment plays a significant role in the story. Hugh Glass, the novel’s protagonist, is a fur trapper who is left for dead by his companions after being attacked by a grizzly bear. His journey to survive and seek revenge against those who abandoned him is the primary focus of the novel. The emphasis is not on the characters, but on the harsh world they live in.
Another significant difference between the two novels is their approach to violence. True Grit is a novel that is filled with violence, but it is also one that explores the consequences of that violence. Mattie Ross witnesses several violent events during the course of the the story, and these events have a profound impact on her character. In contrast, The Revenant is a novel that revels in its violence. The novel’s descriptions of the grizzly bear attack and the subsequent revenge plot are graphic and visceral, and they serve to highlight the brutal nature of life in the American West.
One of the primary differences between True Grit and The Revenant is their narrative style. True Grit is written in the first-person point of view, with Mattie Ross serving as the narrator. Not to accuse Mattie of being unreliable, but did events really play out as she tells it? Or is it possible her interpretation of events was misted by her own stubbornness? Pure conjecture of course, but a question worth asking.
In contrast, The Revenant is written in the third-person point of view, with the narrator following its protagonist. This difference in narrative style has a significant impact on the reader’s experience of the story as there’s no room here for any potentially unreliable narration. It is simply a pure and brutal telling of a desperate survival tale.
When compared, the differences between the two novels highlights the change in modern attitudes towards the Western genre. True Grit, the traditional classic, is a story full of quirky characters and tells how they alone tackle the frontier and come out on top, with throwaway and comforting tales of bravery, hope, and American values. The Revenant, however, is a much dirtier, cynical, and grittier rendition of the Old West. It is a much more accurate depiction of a time when justice was about as rare as heroes. Back then, the Good, the Bad, and the Ugly didn’t exist, but rather only the Morally Grey.
This is the last of 3 articles looking at the Western on screen and page. The first and second can be found by clicking here and here respectively.
Questions are powerful tools used in attaining knowledge, problem solving and making connections. Asking them is essential. It helps us identify gaps in our understanding and make sure we’re on the right track when finding solutions. They also help us engage in meaningful conversations, build trust, and develop relationships.
Asking questions might sound like just a simple thing, but it is still one of the most important skills in life. Whether you are a student, an employee, or a parent, they will always lead you to the information and answers you need to make informed decisions.
From a student’s perspective, questions open up a whole new world of learning opportunities. When we ask, we open up a dialogue between ourselves and others. It encourages collaboration and can help us to gain beneficial new perspectives. Asking questions can also help us to better understand a situation and make more informed decisions. It can also help us in thinking more critically.
Asking question will help you gain a better understanding of your learning material as you progress through a course. Asking questions can also make you stand out in a classroom setting and can help you develop relationships with your teachers.
In addition to learning and building relationships, enquiring after something will inform your decision making skills. By asking, you are giving yourself the opportunity to get all the facts and information before you decide on a course of action. Asking questions can gives you gain a better understanding of a situation and can helps you evaluate the pros and cons.
Of course, asking questions remains important throughout life, and if you are the parent or guardian of a child studying at school or at home, they will help you stay connected as they learn and experience the ups and downs of education. They will provide insight into their thoughts, feelings, and behaviour, and can help you encourage them to think critically and make responsible decisions.
So, the next time you’re in a situation where you arn’t sure about something, don’t be afraid to ask!
For many students sitting their GCSE, or IGCSE, English Literature examinations, remembering quotations is a key requirement of the course. It might be your greatest weakness, your Achilles Heel. Perhaps it fills you with dread, remembering whether Romeo or Juliet said a very important line, or just what the significance of the Inspector’s parting line is in An Inspector Calls. Some examination courses are open book, meaning you can take a text in with you (phew, you might think – that’s a relief!), but others are closed book, meaning you have to try and remember quotations as best as you can. But fear not – there are ways to make your life a little bit easier.
One piece of advice is to build up a list of relevant quotations as you are reading, or revising, a text. Maybe think about characters and themes – after all, these are often the focus of English Literature questions. In all honesty, it is easier to do this as you go through, rather than rushing and doing it as a last-minute revision task.
Thinking about choosing quotations that can be applied to different questions with a range of focuses is a savvy approach. For example, let’s say you are writing about Dr Jekyll and Mr Hyde. In Chapter 1, Stevenson describes Mr Utterson as ‘cold, scanty and embarrassed in discourse… with ‘… a rugged countenance.’ Now here, you could focus on his character – but maybe you could also tie it in with a key theme in the novella. In the poem ‘Disabled’, by Wilfred Owen, the simile ‘… saddening like a hymn’ could be used for different types of questions. Arthur Birling’s comment that the Titanic is ‘… absolutely unsinkable…’ links in quite nicely with a character question or, more widely, about a theme.
Another useful skill is to try and remember quotations that aren’t too long – perhaps you can think about a way of remembering them? Be selective, too. There is little point in remembering a very long quotation and going to great lengths to write it down in an exam, if only one or two words are relevant.
Don’t panic if you can’t quite recall the exact position of a quotation – i.e., which chapter, act or stanza it is in. You can make a reference to where something is, even if you are not totally sure. So, you could write ‘Near to the end of the novel…’ – and this will gain you some credit, even if you can’t quite locate the exact words.
Quotations are important in your English Literature examinations. You need to use them to back up your points – but if you prepare and revise carefully, you shouldn’t have anything to worry about.
Reflection is a powerful tool that can be used in any learning process. It involves taking the time to think about what you have learned and how it can be applied to future experiences. It is a key component of learning because it helps to deepen understanding, promote self-awareness, and form connections between new and existing knowledge.
Reflection engages the learner in meaningful self-examination. When used as part of the learning process, it can help the learner to think critically about what they have learned and how it can be applied to future situations. In this way, they can come to a better understanding of the material they are studying and how it can be used to their advantage.
Reflection is extremely useful for learners in assessing their progress and identifying areas that need improvement. By looking back over their work, students can recognise what they have done well and what needs to be improved. This enables them to take proactive steps to make the necessary changes to their approach. It means learners will develop a greater awareness of their strengths and weaknesses, and recognise their areas of growth.
Reflection promotes self-awareness, which is essential for successful learning. By taking the time to reflect on what they have learned, the student can gain insight into their own strengths and weaknesses. This will help them identify which areas they can improve, recognise their achievements and ultimately provide a greater sense of confidence in their own abilities. This confidence will, in turn, give a greater sense of pride in their work. Having this will serve as motivation to continue learning to the best of their ability.
Reflection is also important in developing empathy and understanding. When reflecting on their work, students can consider the perspectives of others and gain insight into the experiences of those around them. This can help to foster an environment of understanding and cooperation.
Finally, this method helps to form connections between new and existing knowledge. By reflecting on what has been learned, the student can make the necessary connections between different pieces of information and gain a better understanding how they all fit together. This helps create a more cohesive understanding of the material they are studying and make it easier to recall and apply in future situations, such as an exam.
By taking the time to look back at what has been learned, you can gain deeper understanding, improved self-awareness, and create connections between different pieces of knowledge. Reflection is therefore an important tool for any learner and should not be overlooked.