Research indicates that Native student learning is characterized by factors of social/affective emphasis, harmony, holistic perspectives, creativity and nonverbal communication. These factors suggest the need for curricular modifications, instructional interventions, and multi-faceted assessment techniques.
Consideration should be given to the following learning style classifications:
- Field-Dependence/Field-Independence
- Perceptual Strengths (Visual, Auditory, Kinesthetic)
- Reflectivity vs. Impulsivity
- Cooperation vs. Competition
Field Dependence/Field Independence
Native students tend to be more comfortable in a field-dependent learning environment. These students are more holistic, global learners. They begin with the “big picture”. Field-dependent students are right-brain dominant and highly visual. These students consider relationships and view authority figures as opportunities for guidance listening to the views of others to inform their decisions.
Perceptual Strengths (Visual, Auditory, and Kinesthetic)
Native students tend to be visual learners. Visual learners appreciate a variety of visual learning opportunities such as charts/graphs/pictures, films and demonstrations. Native students experience learning by observing how parents and elders teach through demonstration (e.g. modeling), providing the opportunity to watch and imitate. Instructional settings that provide opportunities for visualization can create comfortable learning climates. Instructional activities that have been designed for non-Native students by instructors who have experienced traditional teacher training are heavily dependent upon auditory practices including presentations, lectures, discussions, and oral instruction, and place Native learners at a disadvantage.
Reflectivity vs. Impulsivity
Native students tend to be reflective learners. Reflection in instruction settings appears as creating opportunities to stop and consider options before responding. The instructional implications include providing longer “wait times” before responding, examining all sides of an issue, providing a variety of opportunities for data collection and allowing for greater accuracy and detail in decision making. Conversely, impulsivity tends to expect more immediate responses with less attention to details in reaching conclusions.
Cooperation vs. Competition
Native students tend to be more comfortable in a learning atmosphere that is intentionally designed to encourage cooperation over competition. Native students recognize the value of people over possessions. Possessions are values to be shared. The more one shares with others, the more respected they are within the community. This translates to instruction settings as students are more comfortable participating in instructional strategies that incorporate cooperation, and activities that bring students together to accomplish a common goal.
Instruction Settings Implications
Native culture plays a critical role in determining learning styles. While the overarching reality is that every student is an individual with unique strengths and challenging areas that impact learning, Native students embody tendencies toward strength in visualization, reflection, cooperation, and holistic creativity. Personalizing and individualizing curriculum and instruction for all students is the key to creating a learning environment in which success is the expected outcome. By respecting the cultural and historically traditional background of Native students, learning can become a life-long expectation.
REFERENCE:
“Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice.” Journal of American Indian Education Vol. 41 No. 3 (Pewewardy, Cornel 2008).