Striking a Balance: Accommodating and Challenging Student Differences

Abstract

Carol Severino's "Personality Types and Classroom Dynamics" provides a model capable of introducing into the classroom questions which are central to the concerns of developmental learning theorists. Following the work of Jerome Bruner and others, many instructors interested in developmental learning consider it essential to invite students to reflect upon how their individual ways of seeing and being in the world either enhance or interfere with their problem-solving abilities, and that seems to be a central goal of Severino’s. Whether we ask students to argue for policy change or interpret a literary text, we want them finally to stand back from that process and consider what their responses reveal about themselves as learners. The questions invite students to gradually understand how their attitudes and beliefs shape their sense of themselves as makers of meaning.

Journal Title

Iowa Journal of Speech Communication

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Recommended Citation

Meidlinger, Peter (1992) "Striking a Balance: Accommodating and Challenging Student Differences," Iowa Journal of Communication: Vol. 24: No. 2, Article 5.
Available at: https://scholarworks.uni.edu/ijc/vol24/iss2/5