{'fraction_non_alphanumeric': 0.015194681861348529, 'fraction_numerical': 0.0, 'mean_word_length': 5.546583850931677, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Identifying Ways We Learn

This chapter examines the validity and relevance of two frequently discussed educational theories: Multiple Intelligence Theory and Learning Styles. Howard Gardner’s Multiple Intelligence Theory encourages educators to look beyond the standard IQ test as a single measurement of a student’s potential. Rather, he encourages educators to look at students more holistically as defined by eight different intelligences. The chapter continues by explaining that scientific studies do not support the commonly held belief that students learn best through their preferred learning style. Instead, research demonstrates that information learned through multiple sensory entry points will have more triggers for recollection, thus increasing chances for recall. The author shares a variety of exercises created to take advantage of this brain principle in the choral rehearsal. This chapter further explores the brain’s affinity as a pattern-seeking device to respond to structure, and ways to use that affinity as an aid to learning.