Transcript Adapting to Different Learning Styles File

Adapting to
different learning
styles
Bridges TA Program – Day 3
Welcome Back!
Daily Learning
outcomes
By the end of today, we would like to be able to:
• Discuss the distinction between audio, kinesthetic, and
visual learners
• Identify ways to incorporate AKV into classroom
techniques
• Conduct in-class activities to assess student learning
Rubric Review
• Remember why
we rubric
• Consider point
scale
• Work/Value
ratio
Reviewing Rubrics
Analytic Rubric:
• Criteria
• Descriptor
• Performance Level
Level and score for each
criterion
Reviewing Rubrics
Holistic Rubric:
• Each criterion is
yes/no
• Students receive
an overall grade
More Rubrics
More Rubrics
More Rubrics
Points
Criteria
15
Developed criticism that correctly applies the method, with specific
examples, and contributes an original insight
14-14.75
Finished criticism that applies the method, uses specific examples,
and attempts to contribute an original insight.
13-13.75
Finished criticism that applies the method, uses specific examples or
attempts an original insight
12-12.75
Finished criticism that applies the method, but doesn’t use specific
examples or contribute an original insight
11-11.75
Finished criticism that doesn’t apply the method
Review Rubrics
• Think-Pair-Share
• What did you learn about your grading
in revising your rubric?
Review Assignments
• Assignment Swap
• Examine your partner’s assignment
(now with rubric!) and give student
centered feedback
• “As a student, I…”
• E.g.: “As a student, I am clear on
what I will be graded on”
Questions?
Multiple Learning
styles
BRIDGES PROGRAM – Day 3
LEARNING STYLES
• The ways we take in, process, and remember information.
• Learning Styles are a learning language. Are you
communicating effectively with your students? Have all of
your teachers spoken your language?
• Our personal learning styles impact the ways we address
learning in the classroom.
• The effective, multimodal, student-centered educator speaks
multiple learning languages in the classroom.
KINESTHETIC
Learning Objectives
You will be able to:
1. Identify your own learning style.
2. Describe the three different learning styles.
3. Explore techniques for addressing differing learning
styles in your classroom.
How do you learn?
• WHAT’S BEEN SAID?
• WHAT’S BEEN SEEN?
• WHAT’S BEEN DONE?
HOW DO YOU
REMEMBER?
• BY VISUALIZING?
• BY REPEATING?
• BY PRACTICING?
• WHAT WAS YOUR LEARNING STYLE?
HOW DOES IT INFLUENCE YOUR TEACHING?
• FREEWRITE AND DISCUSS IN AN OPEN FORUM
VISUAL LEARNERS
• LEARN THROUGH
SEEING
• PAY ATTN. TO
FACIAL
EXPRESSION, BODY
LANGUAGE
• NEED VISUAL
STIMULI: BOARD,
TEXT
• READ A LOT AND
TAKE A LOT OF
NOTES
VISUAL methods
• DIAGRAMS
• ILLUSTRATIONS
• VIDEOS
• HANDOUTS
• READING NOTES/TEXTS
• OTHERS?
LETS BRAINSTORM!
• IN GROUPS, COME UP WITH AS MANY VISUAL
RESOURCES OR IDEAS FOR ANY CLASS
• TAKE 5 MINUTES TO GROUP BRAINSTORM
• WRITE A PEDAGOGICAL TECHNIQUE THAT
USES A VISUAL RESOURCE ON THE BOARD
AND BE READY TO SHARE!
AUDITORY (AURAL)
LEARNERS
LEARN THROUGH
LISTENING
• .
PAY ATTN. TO
TONE OF VOICE,
PITCH, PACE, VOLUME
WRITTEN INFORMATION MAY NOT
HAVE MEANING UNTIL IT IS HEARD
(EVEN READ ALOUD)
AUDITORY METHODS
• LECTURE
• PODCAST
• TED TALK
• RECORDING CLASS
• DISCUSSION
• OTHERS?
LET’S BRAINSTORM!
(AGAIN!)
• WITH YOUR GROUPS, BRAINSTORM OTHER
IDEAS TO SUPPORT AUDITORY LEARNING IN
YOUR CLASSROOM.
• WHAT CAN WE DO TO ENGAGE THESE
LEARNERS?
• WRITE A PEDAGOGICAL TECHNIQUE ON THE
BOARD AND BE READY TO SHARE!
KINESTHETIC LEARNING
• TACTILE/EMBODI
ED KNOWLEDGE
• LEARNING BY
DOING
• Hands-on, active,
exploratory,
movement
memory, sensory,
put things together,
can’t sit still
Kinesthetic methods
• PERFORMANCE/ROLE PLAY/SKITS
• DRAWING
• DESIGNING
• BUILDING
• PUTTING THINGS TOGETHER
• MOVING AROUND ROOM
• WRITING ON BOARD
• OTHERS?
ONE MORE TIME!!
• IN YOUR GROUPS, DESIGN AS MANY
ACTIVITIES OR RESOURCES FOR
KINESTHETIC LEARNING AS POSSIBLE.
• WRITE PEDAGOGICAL TECHNIQUES ON THE
BOARD AND BE WILLING TO SHARE!
• THESE LEARNERS ARE TYPICALLY THE MOST
IGNORED. HELP!!!!
ACTIVE LEARNING
UNDERSTAND
BY DOING,
ENGAGING,
TRYING.
ENJOY GROUPWORK, DISCUSSION AND
PARTICIPATION, EXPERIMENTATION,
BEING A PART OF A LESSON. (HAVING
SOMETHING TO ‘DO’)
REFLECTIVE LEARNERS
• PREFER TO LISTEN,
THINK, ABSORB
• THINK FIRST, THEN
SHARE
• DON’T LIKE
GROUPWORK,
OFTEN FEELS
IMMEDIATE
• NEED PROCESSING
TIME
FINALLY…
• How can you become the more effective, multimodal,
student-centered educator?
• Which learning languages do you need to use in your
classroom to account for various learning styles?
• What might you still need to know to accomplish this task?
LET’S DISCUSS -
AKV techniques in the
classroom:
CAT AT A MICRO AND
MACRO LEVEL
BRIDGES PROGRAM – Day 3
outcomes
BY THE END OF THIS PORTION WE WILL BE
ABLE TO:
• Identify diverse AKV techniques
• Employ an AKV technique in our classroom
MUSIC TO MY
EARS
Description: Using a song as a
learning strategy
Adaptability: Printing lyrics, watching
music video, homework assignment
Learners?
Empty Outline
• Description: fill in blank worksheet
• Adaptability: lectures, movies,
reading, definitions, chapters, powerpoint fill-in, team activity
• Cons: Time consuming to create, not
critical thinking
• Pros: Keeps focus, can be collected,
helps ‘catch’ important points, no class
time, Allows teacher to focus on
lesson, objective
pass the problem
• Description: Student or teacher generated
problem, put in envelope, pass to next team to
solve on back, keep passing, last team presents
to best solution
• Adaptability: generate examples, process steps,
storytelling
• Cons: time
• Pros: teamwork
connect the dots
• Description: Connects previous concepts, or
relationships between
• Adaptability: visual map, groups, fill-in handout
• Cons: hard for (non-visual) learners
• Pros: visual, conceptual, easy
Four Square
• What is it?
• Self-> Pair -> Group ->Class
• Ways to use?
• Discussion question
• Application question
• Example question
• Perks?
• ANY concept
• 4 different functions
• Collaborative
use the room
• Description: embodied learning in
the room/ space
• Adaptability: moving or simulated
debate, students write on board, signs
around room, outdoor observation
• Cons: not online or large
classrooms, time consuming
• Pros: Critical thinking, energy
engaging, great for long classes,
experiential learning
focused listing
• Description: timed listing of comprehension
• Adaptability: circle/ rate importance, online texting
• Cons: Could be vague, pressure, retention questionable
• Pros: Quick, fun, easy, gauge own lecture, quantitative
or qualitative
Practice
• In groups of 3 – share or design an exercise or
assessment technique that meets multiple learning
styles that can be applied to any lesson (not subject
specific)
NEXT TIME!
• Choose a technique that meets multiple learning styles
(you learned today or one of your own)
• Incorporate it into a lesson plan
• Observe a peer teach
• Send observation to your mentor