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. Studies indicate that American Indian/Alaska Native students have distinct cultural values, such as conformity to authority and respect for elders, taciturnity, strong tribal social hierarchy, patrimonial/matrilineal clans, and an emphasis on learning, which are deeply rooted in the teachings of the elders.
When thinking of Native Learning Styles, one must start with their culture.
Consideration should be given to the following learning style classifications:
- Field-Dependence/Field-Independence
- Perceptual Strengths (Visual, Auditory, Kinesthetic)
- Reflectivity vs. Impulsivity
- Classroom Management and Behavior
- Role of Family, Tribe, and Elders
- Teacher and Student Relationships
- Cooperation vs. Competition
Field Dependence/Field Independence
Native students tend to be more comfortable in a field-dependent (the student’s surroundings) learning environment. These students are more holistic learners. They begin with the “big picture” and view their lesson in relation to the whole. Field-dependent students are right-brain dominant and highly visual.
They do not use linear or hierarchical processes for learning. These students consider relationships and view authority figures as opportunities for guidance, listening to the views of others to inform their decisions.
Field Independence learners are logical, analytical, task-oriented, and competitive. Field Independence is not often seen in Native students. This is not to say that Native students are never Field Independence learners, because there certainly are some. However, Field Independence is not considered the norm.
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 environments.
Non-Native students are used to hearing their instructions from an early age. In school these students can listen to instructions and then do the lesson on their own. 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 are reflective learners. Reflection in instructional 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. The reflective student does not need immediate closure to a question or problem. Instead, they need the time to evaluate all the sides before coming to a conclusion.
Native students are seen to spend more time watching, listening, and less talking than their non-Native counterparts. Before engaging in the solution, Native students must see that everything is being handled correctly.
Classroom Management and Behavior
Harsh punishment and stringent discipline will not work for Native Students. Many Native adults respect their child’s individuality and their control over their own persons. Some techniques used by Native adults are ignoring the misbehavior or indirectly referring to the issue. Praise for honorable behavior works much better on Native children than punishment.
Correct behavior teachings are traditionally done by a grandparent. Grandparents are seen as the disciplinarian of the family and also teach moral behavior, character education, and self-reliance. Native children are rarely, if ever, struck by an adult for misbehavior.
Teachers should use a variety of methods to correct Native students on their behavior. Warnings for bad behavior in terms of “what would your grandmother say if you…” or using culturally appropriate humor which relieves the tension in the situation.
Roles of Elders, Family, and Tribe
Much research has been written on the importance of elders, family, and tribes in the teaching and learning process of Native students. Some non-Native teachers are often confused on the number of members in a Native students' family. How many mothers, aunties, grandmothers, brothers, and sisters does this student have? And exactly how many homes? Native families can be large extended families within a certain tribe, clan, or band.
Native students are taught to honor and respect their elders. It is not unheard of to see a young person taking care of their elders by bringing food, chores around their home, or running errands with or for them. Elders are the wisdom keepers of the family and tribe.
The tribe is in charge of the Native students' cultural identity. Students on a reservation have strong relationships and are strong living in their culture. Many Native students living in urban areas may not experience extended family relationships and may or may not be strong in the cultural knowledge.
Teacher and Student Relationships
The teacher of Native students plays a crucial role in whether that student succeeds or does not in school. Their teaching style or methods has a significant effect on the Native students’ learning.
Unfortunately for Native students, many teachers for Native and non-native do not have the background and understanding in how to teach diverse populations of students. Teacher education does not open them up to understanding culturally responsive teaching and different learning styles. Therefore, the Native student often suffers from this lack of knowledge. Many teachers feel the problem is with the students, not how they are teaching. Matching teaching styles with the student’s learning styles is crucial to the success of Native students.
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).