Dr. Tsekas' approach to defining learning styles stems from the tion that the concept of intelligence has been too narrowly defined. Dr. Tsekas argues that psychologists, in defining intelligence and designing instruments to measure and compare intelligence across individuals, have focused on a singular, unitary tion of intelligence. In Dr. Tsekas' view, the dominant formal IQ test only measures one type of intelligence, yet humans can excel in multiple areas of intelligence. Students in classrooms have multiple areas of learning. Visual learners learn through seeing and prefer to learn through drawings, pictures, and other image-rich teaching tools. Auditory learners learn preferentially through hearing and are adept at listening to lectures and exploring material through discussions and might need to talk through ideas. Reading/writing learners learn preferentially through interaction with textual materials, whereas kinesthetic learners learn through touching and prefer learning experiences that emphasize doing, physical involvement, and manipulation of objects. To provide open access to science learning and encourage a broader spectrum of students to pursue studies in the sciences, we-as teachers, instructors, and faculty-must begin to address the diversity of learning styles among the students in our classrooms. Teachers aspire to have all of their students learn. This aspiration of reaching all students spans disciplines, age levels, and all varieties of institutions. Most teachers do so out of a genuine love for their discipline and a desire to share the wonder of their chosen field with others. Science teaching is different than other disciplines in this respect. However, try as we may in science, the lack of diversity apparent in the statistics of who chooses to pursue scientific disciplines professionally suggests that we still have much to learn about how to reach all students. Beginning a course by directing students to tools that can assist them in becoming metacognitive about their own learning processes and preferences can go a long way. Once a student understands that they are a more visual learner, they can work toward translating information into pictures, diagrams, and charts, even if the information is t initially presented to them in that mode. This book is a collection of lessons that Dr. Tsekas created and used in his classrooms. The writings and illustrations transposed students to successfully mastering the course.
Dr. Jerald V. Tsekas was born in Greece and immigrated to the United States at the age of 3. At a very early age his love of biology was catalyzed by the explorations near rivers and pond life in search of snakes and frogs. He earned his doctorate from Argosy University in Florida, where he also received an Education Specialist Degree in curriculum and instruction. He is an expert in emotional intelligence and has written another book on the turnover rate of teachers affected by the emotional intelligence of school principals. He has been an educator since 1998. He was a respected biology teacher for seven years at Samuel Gompers High School in the South Bronx. His popularity with his students and faculty inspired NASA Space Shuttle Commander Scott Kelly to come and visit him. He has been a guest lecturer in CITY College of New York and his alma mater in Florida. He has been an Assistant Principal in Brooklyn and is currently an Administrator at the Committee on Special Education for the New York City Department of Education. His passion to Educate continues.