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Abstract (Summary)
Bernstein teaches developmental courses in writing and reading at a
public, open-admissions university in downtown Houston. Bernstein
believes the courses are valuable because they help people with
unconventional ways of learning reach their potential.
But peace was hardly what I experienced when I saw the charts and
diagrams on the midterm. Although I had studied for the exam for days, I
was lost without textbook illustrations that I could not reproduce from
memory, and confused as I tried to remember how the lectures had fit with
the professor's chalkboard drawings. I struggled through the multiple-
choice and short-answer sections, squirming with frustration at the thought
of my college career's ending as it was just beginning.
Then I reached the essay section of the exam. I knew I was saved: I could
write my way out of any pit that I managed to fall into. I don't remember the
wording of the question, but I do remember my response. I wrote about our
field trip to the limestone quarry -- about the natural setting of that
environment, including the features of the Midwestern landscape, the
geological history that had led to the formation of limestone, and the dew
on the spider webs almost hidden behind the trees.
I earned a C on that midterm, and at the end of the semester I passed the
course. Now, more than two decades later, I still remember the feel of the
limestone underneath my fingers and the look of the delicate water
droplets on the spider webs. I also remember the wisdom of my elderly
professor, who understood what I had learned from the course even if I
could not replicate the terms on a diagram. Clearly, I did not choose to
major in geology, but I left the course with a layperson's strong (indeed,
lifelong) appreciation for the subject.
I am a verbal learner, one who learns best by reading and writing. Today,
given my difficulties in elementary and high school with visual learning and
coordination (tying shoes, replicating cursive writing, throwing a softball,
drawing a geometrical figure, driving a car, reading peers' facial
expressions), I might be diagnosed as having a nonverbal learning
disability. Had my admission to college been determined by standardized
"basic skills" tests in mathematics, I might well not have gotten in. I
certainly would have been advised to avoid that geology course -- and my
education would have suffered immeasurably.
Yet I realize that, were it not for the accident of my birth into a middle-class
background, those judgments could easily have been applied to me. I was
a quiet, well-behaved white girl with educated parents whose first language
was English, and I attended good suburban public schools. Once my
teachers learned how to decipher my hard-to-read handwriting (that was in
the days before computers), they were amazed at the mature prose I could
produce.
Teachers teach as they were once taught, and I have found the lessons
from my privileged education to be quite helpful. I remember my geology
professor's holistic approach to learning, the field trips that allowed me to
see and feel how geologists spend their days. That experience exposed
me to a different epistemology, one that has proved useful in my work with
developmental students, even if I no longer travel to limestone quarries to
do research.
With enough time and support for students as whole people with varied
interests and abilities -- and with unconventional ways of learning -- those
who need to take developmental courses can become valuable
contributors to the world at large. To deny them that opportunity, through
our own impatience and lack of understanding, is a terrible waste of
educational resources and of human lives.
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