All is happening at the same time

If you believe that a classroom is a monotonous, one-tone work environment, then you are completely wrong, or you were never in a good and active class. When students are active in their learning and the teacher establishes with them the right work environment, everything seems more like the image at the beginning of this article. Classrooms are spaces with a heterogeneous audience and teachers are encouraged to maintain and cultivate that diversity. In that diversity there are some intersections, the experienced can spot different ways of thinking and feeling, probably divergent point of views around the same topic might emerge. All in all, that gamut of  ways to inhabit a classroom creates -or should create- a richer and fertile atmosphere to learn.

This could be in terms of people, ideas, preferences, styles, etc. In a classroom setting, diversity can present itself in a number of different ways: multicultural students, different learning styles, distinct personalities, etc. 

All these ways in which diversity can be expressed and recognized, must have a concordance with what happens in the classroom. Students should enjoy the freedom to select different forms of expression, different ways of developing creativity. At the same time, they have to be able to solve problems and share their ideas.

This is where the idea of "learning styles" is useful. At present, seven learning styles are recognized, of which I will try to show four styles that I have recognized in a classroom session. The recognized styles are: logical-mathematical, visual, interpersonal and intrapersonal. Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective.

The session lasted just over an hour, the students had already worked on a computer programming project, in this session everything had to be ready and submitted. The last session lasted for just over an hour, the students had already worked on a computer programming project, in this session everything had to be ready and submitted. In previous sessions we had addressed each of the four intelligences separately, one hour of work for each of them, with examples and demonstrations. Then it was time to compose, as an orchestral composer does, each style with its tone and harmony should be part of the play.

I used a remote monitoring application to observe student screens. In a short time the conjunction of efforts was noted, as in an orchestra each instrument / screen interpreted its score. I share some screenshots.