Abstract
Erickson, a New York City high school student, and I were working on his algebra homework over Zoom, specifically parabolas. We broke down the motion of a basketball and compared it to a parabola. He happened to have a small hoop on the back of his door and when he tried the motion himself, it was clear something clicked. You see, Erickson is a kinesthetic learner. During the pandemic, it has been challenging to design interactive materials and lessons for different types of learners. Distance learning disproportionality favors visual learners, followed by aural; however, reaching our kinesthetic learners has been a challenge.
Highlights
Erickson1, a New York City high school student, and I were working on his algebra homework over Zoom, parabolas
Distance learning disproportionality favors visual learners, followed by aural; reaching our kinesthetic learners has been a challenge. This is compounded by the fact that many students are either not aware of the types of learners they are, or they are not comfortable advocating for themselves – an issue not unique to k-12 students
It applies to learners at every level and it requires our constant reflection as teachers and mentors
Summary
Erickson1, a New York City high school student, and I were working on his algebra homework over Zoom, parabolas. It has been challenging to design interactive materials and lessons for different types of learners. Distance learning disproportionality favors visual learners, followed by aural; reaching our kinesthetic learners has been a challenge. This is compounded by the fact that many students are either not aware of the types of learners they are, or they are not comfortable advocating for themselves – an issue not unique to k-12 students.
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