Transcript "Learning Styles" Powerpoint - mccoyreading

1.Write down your HW
2.your HW
2. Get the papers from
the front table
3. Read the article
What are Learning Styles?
Information enters your brain three main ways:
Sight
Hearing
Touch
Which one you use the most is called your Learning Style (modality)
Math problem…
Listen to these directions
and do as I say…
Visual Learners
 Prefer to see information such as pictures,
diagrams, cartoons, demonstrations
 Picture words and concepts they hear as images
 Easily distracted in lecture with no visual aids
 Overwhelmed with intense visuals
accompanied by lecture
 Benefit from using charts, maps, notes, and
flash cards when studying
Auditory Learners

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
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Prefer to hear information spoken
Can absorb a lecture with little effort
May not need careful notes to learn
Often avoid eye contact in order to concentrate
May read aloud to themselves
Like background music when they study
Tactile or Kinesthetic Learners
 Prefer touch as their primary mode for taking in
information
 In traditional lecture situations, they should write out
important facts
 Create study sheets connected to vivid examples
 Role-playing can help them learn and
Okay, I
get it
remember important ideas
now!
 May benefit by using manipulatives
Triarchic Theory of Intelligence
-Robert J. Sternberg
 Sternberg believes that intelligence
is comprised of three separate,
though interrelated, abilities:
Analytical
 Creative
 Practical

Sternberg’s Triarchic Theory of
Intelligent Performance
 3 types of intelligence:
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analytical, creative &
practical
All people have 3 types to
some degree
Most people are stronger in
one type than the others
Intelligence is trainable
Intelligence is affected by
and related to culture
 Sternberg (YouTube)
Your Intelligence Profile created by
Howard Gardner
Multiple Intelligences - YouTube
 A theory of “multiple intelligences,” suggesting
abilities seem to cluster in eight different areas:
Verbal-Linguistic Skills
 Logical-Mathematical Skills
 Bodily-Kinesthetic Skills
 Visual-Spatial Skills
 Interpersonal Abilities
 Intrapersonal Abilities
 Musical Abilities
 Naturalistic Abilities

Verbal-Linguistic Skills
words and language
 Strength in written and spoken language:
speaking, writing, listening, reading
 Interpretation and explanation of ideas
and information through language
 Understands communication and
meaning
 Successful in traditional classroom
because their intelligence lends itself to
traditional teaching
Verbal-Linguistic Skills
words and language
Strong Activities:
• Write a set of instructions
• Speak on a subject
• Edit a written piece of work
• Write a speech
• Commentate on an event
• Apply positive or negative “spin” to
a story
Possible Careers:
Writers
Lawyers
Journalists
Editors
PR consultants
TV & radio presenters
Voice-over artists
Speakers
Trainers
Copy-writers
Teachers
Poets
Logical-Mathematical Skills
numbers and logic
 Detecting patterns
 Scientific reasoning and deduction
 Analyze problems
 Perform mathematical calculations
 Understands relationship between
cause and effect
 Successful in traditional classrooms
where teaching is logically sequenced
Logical – Mathematical Skills
numbers and logic
Strong Activities:
• Perform mental calculations
• Create a process to measure
something difficult
• Analyze how a machine works
• Assess the value of a business or
proposition
Possible Careers:
Scientist
Engineer
Computer expert
Accountant
Researcher
Banker
Trouble-shooter
Insurance broker
Director
Bodily – Kinesthetic Skills
touch and feel
 Manual dexterity
 Physical agility & balance
 Eye and body coordination
 Often labeled “overly active” in
traditional classrooms where they were
told to SIT and BE STILL!
Bodily – Kinesthetic Skills
touch and feel
Strong Activities:
• Demonstrate a sports technique
• Create a movement to explain
something
Possible Careers:
Dancer
Demonstrator
Actor
Athlete
Soldier
Fire-fighter
Performance artist
Driver
Craft-person
Gardener
Chef
Acupuncurist
Visual – Spatial Skills
pictures, shapes and space
 Interpretation and creating of visual
images
 Pictorial imagination and expression
 Understands relationship between
images and meaning
 Like to SEE what you are talking
about
Visual – Spatial Skills
pictures, shape and space
Strong Activities:
• Designing costumes
• Interpreting painting
• Create a room layout
• Create a corporate logo
• Design a building
• Pack a suitcase or trunk of a car
Possible Careers:
Artist
Designer
Cartoonist
Architect
Sculptor
Town-planner
Inventor
Engineer
Beauty consultant
Interpersonal Skills
look inside others
 Ability to relate to others
 Interpret behavior and
communication
 Understands relationship between
people and their situations
 Like cooperative learning
 Sometimes identified as too
talkative or social in traditional
classroom
Interpersonal Skills
look inside others
Strong Activities:
• Interpret moods from facial
expressions
• Demonstrate feelings through body
language
• Affect the feelings of others in a
planned way
• Coach or counsel
another person
Possible Careers:
therapist
Human resources professional
Mediator
Leader
Counselor
Politician
Educator
Sales person
Clergy
Coach
Healer
Intrapersonal Skills
look inside yourself
 Understand relationship with
oneself, others, and the world
 Understand one’s own need
for and reaction to change
 Tend to be more reserved, but are
very intuitive about what they learn
and how it relates to themselves
Intrapersonal Skills
look inside yourself
Strong Activities:
• Consider and decide one’s own aim
• Determine personal change that is
required
Possible Careers:
Anyone who is self-aware and involved
in the process of changing personal
thoughts, beliefs, and behavior in
relation to their situation, other
people, their purpose and aims
Musical Skills
sounds and rhythm
 Awareness, appreciation and use of
sound
 Recognition of tonal and rhythmic
patterns
 Understands relationship
between sound and feeling
 Easily overlooked in tradional
classroom settings
Musical Skills
sounds and rhythm
Strong Activities:
• Perform a musical piece
• Sing a song
• Coach someone to play a musical
instrument
• Specify mood music for telephone
systems, businesses, retailers
Possible Careers:
Musician
Singer
Composer
DJ
Producer
Piano-tuner
Party planner
Voice coach
Noise advisor
Naturalistic Skills
earth, wind and fire
 Awareness and appreciation of
nature’s life cycles
 Recognition of our impact on the
environment
 Loves the outdoors, animals,
field trips, etc.
Naturalistic Skills
earth, wind and fire
Strong Activities:
• Works to solve environmental
issues
• Enjoys pets
• Enjoys gardening, visiting scenic
places
• Conscious of changes
in weather
Possible Careers:
Park ranger
Scientist
Zoologist
Oceanographer
Farmer
Landscaper
Botanist
Veternarian
Arborist
Geologist
Zookeeper
Gary Smalley Personality Types
Lion
• leaders - generals, presidents
• accomplish a lot
• take charge
• may intimidate
• bold
• can be pushy
• overbearing
• work a lot
• do it now!
• under pressure – dictators
• can’t rest on vacation
• need to express anger
Otter
• needs to follow
through
• practice being
committed
• entertainers
• party goers
• risk takers
• verbal
• under pressure - verbally attack
• networkers - knows a lot of people
• goofs off - joker
• can be foolish
• optimistic
• talking more relaxing
• loves variety
• spontaneous
• gets bored in a hurry
• unorganized
Golden
Retriever
• sensitive
• avoid confrontation
• loyal
• warm
• loving
• easily hurt
• dig heels in if hurt
• do not like change
• cannot say no
• likes being alone
• must practice no and being decisive
Beaver
• enjoys manuals
• accurate, precise
• likes quality things
• can feel uncomfortable in their home
• serious
• careful
• very neat and organized
• do not start without finishing
• tends to be extreme - nothing is as bad as
it seems
• must learn to treasure hunt and find
positives
Strengths
Weaknesses
Lion
Visionary
practical, productive
strong-willed
Independent, decisive
leader
Cold
domineering, unemotional
self-sufficient, unforgiving
sarcastic
cruel
Otter
Outgoing, responsive, warm,
friendly,
talkative, enthusiastic,
compassionate
Undisciplined, unproductive,
exaggerates,
egocentric,
unstable
Golden Retriever
Calm, easy-going,
dependable, quiet, objective,
diplomatic, humorous
Selfish, stingy, procrastinator,
unmotivated, indecisive,
fearful, worrier
Beaver
Analytical, self-disciplined,
industrious,
organized, aesthetic,
sacrificing
Moody, self-centered, touchy,
negative, unsociable,
critical,
revengeful
Harmony- Cooperative
Shanel is primarily harmony. Most of the
time she is sensitive and caring, friends are
important to her and she often shares kind
notes of love and kindness. She feels for
other people and wants everyone to like her.
She provides support for someone who is
feeling badly.
Harmony- Reluctant
When in Reluctant mode Shanel tends to over-adapt, over-please and
make mistakes on the most simple items. This often leads to a loss of
self confidence. She wants to please others so much that she loses
sight of her own goals. She also sometimes shows an attitude of
helplessness, wanting to be rescued.
What statement would be most encouraging for Shanel?
A. Thank you for the way you are working.
Wow! Fantastic work.
C. You are such a caring person.
B.
Connection- Cooperative
Rosario is operating from the Connection personal objective.
He loves activity and action and comes into a room with a
bounce. He is friendly and bright-eyed. He connects with
others in positive ways and enjoys being the center of
attention. He likes loud music and drama, enjoys a good
joke and likes to do things on the spur of the moment. He
is full of ideas and very creative. He often asks his teacher,
“Could we do it ‘this’ way instead?” He unconsciously taps
his pencil and makes clicking noises with his tongue when
he’s working.
Connection- Reluctant
When in Reluctant mode Rosario can be disruptive, annoying and
attention seeking. When he “gets in trouble” he blames others.
Nothing is ever his fault; either the neighbor girl did it, the dog ate it,
or the rain made it too loud to hear the instructions. His pencil
tapping becomes loud and intentional. His jokes become cruel, and he
hurts others feelings.
What statement would be most encouraging for Rosario?
A. You must be proud of the way you are working your mind?
Thumbs up on that one!
C. I appreciate the way you take pride in your work.
B.
Production- Cooperative
Marcus exhibits the production personal objective strengths of being
logical, structured, organized and persistent. He is a thinker, a
problem solver, likes information exchange and values such things as
task completion, skill development and schedules. He is full of ideas
and likes to share these in the class. He thrives on competition and
enjoys seeing his work displayed. He likes print outs and postings
showing his progress and achievement. He is efficient and his
approach to assignments is always organized. He wants to know the
plan for the hour.
Production- Reluctant
When Marcus is stressed and moves into negative behaviors, he can
become bossy or critical of himself and others. He may make fun of his
friends’ attempt at completing a task. He may put undo pressure on
himself to do things perfectly and perceives that others are having fun
while he is the only one working and being responsible.
What statement would be most encouraging for Marcus?
A. I like your thinking.
You make me happy.
C. You’re doing terrific.
B.
Status Quo- Cooperative
Kylie is very quiet and shows little expression. She
doesn’t volunteer answers but when asked to
contribute, she’s exceptionally insightful. She
prefers to work alone, enjoys working on the
computer and is excellent at complex games. Kylie
loves SSR when she can sit quietly in the class or
library and delve into a good book.
Status Quo- Reluctant
When Kylie becomes stressed, she withdrawals. As she disengages from
the learning experiences, she may exhibit a blank stare. She has
trouble completing tasks, especially when the learning opportunities
are more diverse and open-ended. Unfortunately, she may go
unnoticed because she so quietly withdrawals.
What statement would be most encouraging for Kylie?
A. I like your smile.
Thank you for the way you are working.
C. Wow! Fantastic work.
B.
Array Inventory
HARMONY
PRODUCTION
CONNECTION
STATUS QUO
COOPERATIVE
(Positive
Behavior)
Caring
Sensitive
Nurturing
Harmonizing
Feeling-oriented
Logical
Structured
Organized
Systematic
Thinking-oriented
Spontaneous
Creative
Playful
Enthusiastic
Action-oriented
Quiet
Imaginative
Insightful
Reflective
Inaction-oriented
RELUCTANT
(Negative
Behavior)
Over adaptive
Over pleasing
Makes mistakes
Cries or giggles
Self-defeating
Overcritical
Overworks
Perfectionist
Verbally attacks
Demanding
Disruptive
Blames
Irresponsible
Demands
attention
Defiant
Disengaging
Withdrawn
Delays
Despondent
Daydreams
PSYCHOLOGIC
AL
NEEDS
Friendships
Sensory
experience
Task completion
Time schedule
Contact with
people
Fun activities
Alone time
Stability
WAYS TO
MEET
NEEDS
Value their
feelings
Comfortable work
place
Pleasing learning
environment
Work with a friend
sharing times
Value their ideas
Incentives
Rewards
Leadership
positions
Schedules
To-do lists
Value their activity
Hands-on
activities
Group interaction
Games
Change in routine
Value their privacy
Alone time
Independent
activities
Specific directions
Computer
activities
Routine tasks
Using Knowledge of Your
Learning Style
Knowing your learning style, both your strengths and
your weaknesses, can help you study more effectively.
Know yourself, know others…and make a difference!