Transcript Understanding the Learner

Understanding the Learner
• Stages of Learning:
– Cognitive
– Associative
– Automatic
• Mental practice – visualization,
self-talk
• Teach speed then accuracy
Motor Learning Summary
• Practice schedules – distributed is
more effective
– Introduce new skills in their entirely
unless they are very complex. Use
whole-part-whole method
– Forward or backward chaining
– Variable practice – have changing
conditions
» Open vs. closed skills
Motor Learning – Cont.
• Feedback
– Beneficial during associative and automatic
stages
• Learner needs corrective or positive specific
feedback during these times
– Delay feedback for about 5 sec. after
performance – have peers do the same
thing
– Only comment on those things the learner
does not know
– Concentrate on only 1-2 critical features at
a time
Motor Learning – Cont.
• Transfer of Learning
– Point out ways in which many skills
share similarities with other skills
How students learn
differently
Bandler-Grinder Model - Auditory,
visual, kinesthetic
• Ask a student a difficult question
and watch their eyes as they
ponder the answer:
– Auditory – looks sideways
– Visual – looks up
– Kinesthetic – looks down
How students learn
differently
• Multiple Intelligences – Howard
Gardner
1.
Linguistic – can use
words effectively,
• Prefer to learn through lectures, large
and small group discussions, reading,
storytelling, brainstorming, debate,
writing activities
– Best instructional materials are: books,
worksheets, manuals, talking books and
cassettes, and word games. Would prefer
to do a written report as an assignment
– When misbehave: talk, interrupt, and argue
with teacher or other students
2. Logical-mathematical
intelligence:
– Have a capacity to use numbers and
reason effectively
– Prefer to learn through mathematics
problems, scientific demonstrations,
logical-sequential presentation of subject
matter, classifications, and categorizations,
critical thinking, and logical problemsolving exercises.
– Prefer to work with logic puzzles and
games, computer programming languages,
and mathematical problems on the chalk
board
– When misbehaving – daydream or
challenge the logic of the teacher
3. Spatial Intelligence
– have the capacity to perceive
the visual-spatial world accurately.
– Prefer to learn through visualizations,
picture metaphors, sketching of ideas,
charts, graphs, diagrams, maps, slides,
photographs.
– Like to work with building models, handson projects, videos, graphics software,
visual puzzles and mazes, and
microscopes.
– Get in trouble by taking things apart to see
how they work and also doodle on paper
4. Musical Intelligence
– have the capacity to perceive,
discriminate, transform, and
express musical forms
– Prefer to learn through rhythms,
songs, raps, chants, memory music,
mood music, and musical concepts
– Will develop projects that include
chants and raps
– Misbehave by humming and tapping
their feet and drumming with a pencil
5. Interpersonal
Intelligence
- have the capacity to perceive and make
distinctions in the moods, intentions,
motivations, and feelings of others.
– Prefer to learn through cooperative learning, group
brainstorming activities, community-based activities,
peer sharing, conflict mediation activities, cross-age
tutoring, interpersonal interactions and simulations
– Like to work with interactive software and board
games
– Misbehave by exerting negative leadership, writing
notes, and talking to friends
6. Intrapersonal
Intelligence
– have the capacity to understand
themselves.
– Prefer to learn through reflection, personal
connections, interest centers, goal setting,
self-paced instruction, and self-esteem
activities.
– Prefer to work with programmed instruction
materials, individualized projects and
games, and journals.
– Misbehave by day dreaming and tuning out
the teacher
7- Bodily-kinesthetic
– have the capacity to use their whole
bodies to express ideas and feelings.
– Prefer to learn through creative movement,
physical education activities, mime, crafts,
theatre, and hands-on activities
– Prefer to work with virtual reality software,
field trips, hands-on materials, crafts,
cooking
– Misbehave by being out of their seats as
well as pushing, shoving, and fighting with
others.
– Will do well in P.E., but be
– a problem in other classes
8. Naturalist Intelligence
– are absorbed in things in
the natural world
– Prefer to learn through working in nature,
exploring and learning about plants and
natural events
– Prefer to work outdoors, participate in field
trips, garden, and use hands-on materials.
– Prefer to keep journals, make drawings,
take pictures, and write down their
observations
– Misbehave by day dreaming, wandering
off, and focusing on the minute details of
an object