Student Learning Modalities

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Student Learning Modalities

• Practical Tools for the Classroom Teacher

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Where Are We Hitting the Mark?

• What are we doing well in 03-04?
• What ways are we trying to improve?
• What are challenges we face?
• What are our plans for meeting those challenges?
• How have mandated requirements impacted education
  positively?
• What are you doing to improve instruction at your
  school?

3
How have the following changes impacted your
classroom?

• Demographics
• Careers
• Population Shifts
• Globalization
• Media
• Public Attitudes Toward Institutions, Authority,
  Law

4
How have the following changes impacted education?

• Demographics
• The average family has two working parents.
• Many families headed by a single parent,
  grandparent, or other family members.
• Careers
• Many careers that exist now did not exist when I
  started teaching.
• We are presently teaching students whose careers
  do not yet exist.
• Population Shifts
• Cities grow while rural areas continue to shrink.
• Immigration continues to change the U.S.

5
How have the following changes impacted Education?

• Globalization
• Students interact with people throughout the
  world.
• Corporate entities must compete on a global
  level.
• Public Attitudes
• Public scrutiny of institutions has increased
• Attitudes toward authority have changed

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Goals for Education

• What is the purpose of your educational entity?
• What are Ed Leaders supposed to be doing?
• What are teachers supposed to be doing?
• What should your students be able to do?

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Is there a gap between what we are actually doing
and what we should be doing?
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What are we doing to fill the gap?
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Questions Asked by Your Public

• Why do education initiatives fail?
• Why do we constantly move from one initiative to
  another?
• Why arent students able to think critically and
  solve problems?
• Why are schools still organized in essentially
  the same way as they were during the industrial
  age?

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Questions Asked by Your Public

• Why dont our kids compare with students in the
  rest of the world?
• Why dont students know basic geography and
  civics?
• Why dont students have a grasp of current
  events?
• Why is there still so much functional illiteracy
  in language and math?

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Questions Asked by Educators

• What is the role of parents in student
  performance?
• Why do I spend so much time just getting children
  to behave?
• Why do we hear that education is of paramount
  importance, yet often educators feel a lack of
  support from their communities.
• Is the norm-referenced test really the Holy
  Grail?

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Your PUBLIC wants to know

• Does the teaching at your school regularly meet
  your professional standards?
• Do classrooms at your school look and feel the
  way you think they should?
• Are we doing everything we can to help all
  learners?

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Movement Activity

• Listen
• Write
• Do

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The Quick Fix

• Expectations
• Changes implemented now will bear fruit
  immediately
• There is a magic fix
• The problem is (scapegoat of the minute)
• Reality
• Change must be systemic
• Systems are complex

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Re-Engineering Schools! A Futures-Oriented
Posture
Analysis Diagnosis
Individual Student Prescription
Systems Approach
PUBLIC ED
Learning Styles Approach
Flexible Classroom Organization
Multiple Intelligences Approach
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From the Modern American Classroom

• Kids in rows
• Objectives-Lecture-Practice-Review-Homework-Review
  Homework
• Norm-Referenced Test Driven
• Skill and Drill
• Auditory and Analytical Appeal

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Re-Engineering Classrooms! A Futures-Oriented
Posture
Analysis Diagnosis
Visual Learners
Global Thinkers
Facilitator
Auditory Learners
Analytical Thinkers
Kinesthetic Tactile Learners
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Learning Modalities

• Gardner
• Felder
• Kolb
• Dunn Dunn
• Three Style Approach

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Gardners Multiple Intelligences

• Linguistic
• Logical-Mathematical
• Spatial
• Musical
• Bodily-Kinesthetic
• Interpersonal
• Intrapersonal

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Linguistic

• Characteristics
• Loves to read, write, tell stories
• Verbally inventive
• Memory for things they have heard or read
• Love to learn by saying, and repeating
• Activities
• Reading
• Creating stories and plays
• Written projects
• Stacy Mantle http//www.lessontutor.com/ind
  ex.html

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Logical-Mathematical

• Characteristics
• Mathematically strong
• Problem solvers
• Interested in How to
• Process-oriented
• Do well on standardized tests and IQ tests
• Activities
• Problem-solving opportunities
• Charts
• Classification activities
• Stacy Mantle http//www.lessontutor.com/ind
  ex.html

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Spatial

• Characteristics
• Visualizers
• Day dreamers
• Activities
• Creative activities
• Drawing
• Stacy Mantle http//www.lessontutor.com/index.htm
  l

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Musical

• Characteristics
• Hums and sings
• Studies to music
• Loves Rap and Hip-hop
• Activities
• Mnemonic devices
• Incorporate music into lessons
• Music in class
• Stacy Mantle http//www.lessontutor.com/
  index.html

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Bodily

• Characteristics
• Move
• Constantly must throw away paper, sharpen
  pencils, leave for water
• Love sports
• Often called ADHD
• Boys will be boys
• Activities
• Change lessons frequently
• Incorporate physical movement into lessons

Stacy Mantle http//www.lessontutor.com/i
ndex.html
25
Interpersonal

• Characteristics
• Social
• Leadership evident
• People persons
• Activities
• Group work
• Role-playing

Stacy Mantle http//www.lessontutor.com/index.html
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Intrapersonal

• Characteristics
• Loners
• Independent, original, and creative
• Activities
• Individual projects
• Work at their own pace
• In groups, they make good recorders

Stacy Mantle http//www.lessontutor.com/inde
x.html
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Activity

• List the styles from Gardners MI on a matrix.
  Think of a class you taught that had a great deal
  of learner diversity. Mentally review the roll
  of students and based on what you know of them
  place each of them somewhere on that matrix.
  Place yourself, as well. Share with a partner.

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Gardner MI Matrix
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Linguistic

• Activities
• Lectures
• Discussions
• Word game
• Storytelling
• Choral Reading
• Journal writing

• Strategies
• Read about it
• Write About it
• Talk about it
• Listen to it

http//www.cheshire.gov.uk/home.htm
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Logical-Mathematical

• Activities
• Brain teasers
• Problem-solving
• Experiments
• Calculation
• Number games

• Strategies
• Quantify it
• Think Critically
• Conceptualize

http//www.cheshire.gov.uk/home.htm
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Visual-Spatial

• Activities
• Visual Presentations
• Art Activities
• Imagination games
• Mind mapping
• Metaphor
• Visualization

• Strategies
• See it
• Draw it
• Colour it
• Mind-map it

(http//www.cheshire.gov.uk/home.htm)
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Musical)

• Activities
• Concert review
• Rapping
• songs

• Strategies
• Sing it
• Rap it
• Listen to it

(http//www.cheshire.gov.uk/home.htm
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Bodily-Kinesthetic

• Activities
• Hands on
• Drama
• Dance
• Sports

• Strategies
• Build it
• Act it
• Touch it
• Dance it

http//www.cheshire.gov.uk/home.htm
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Interpersonal

• Activities
• Group work
• Peer tutoring
• Social activities
• After school meetings

• Strategies
• Present
• Collaborate
• Interact

http//www.cheshire.gov.uk/home.htm
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Intrapersonal

• Activities
• Individualized projects
• Independent study
• Self-determination

• Strategies
• Work through it by yourself

http//www.cheshire.gov.uk/home.htm
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Activity

• With your partner, review your matrix. Discuss
  with your partner how you would apply MI in
  designing units to meet the learner needs of your
  class.

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Felder and Silverman

• Created a Model for Teaching Science in College
• Sensing and Intuitive
• Visual and Verbal Input
• Inductive and Deductive Organization
• Active and Reflective Processing
• Sequential and Global Understanding
• Proposed a Multi-Style Approach (Felder, 1993)

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Kolb

• Assimilators Accurate organized delivery
• Accommodators Concrete experience,
  experimentation
• Convergers Relevancy of knowledge in term of
  How?
• Divergers Relevancy of knowledge in term of
  Why?

http//www.cyg.net/jblackmo/diglib/index.html
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http//www.cyg.net/jblackmo/diglib/index.htl
Kolbs Learning Styles
Concrete Experience
Accommodators
Divergers
Active Experimentation
Reflective Observation
Assimilators
Convergers
Abstract Conceptualization
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Assimilators

• Approaches
• Lecture
• Demonstration
• Lab
• Tutorial

http//www.cyg.net/jblackmo/diglib/index.html
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Accommodators

• Approaches
• Active participation activities
• Exploring What if. . .
• Expect students to generate questions

http//www.cyg.net/jblackmo/diglib/index.html
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Convergers

• Approaches
• Interactive instruction
• Computer-assisted instruction
• Problem sets, workbooks

http//www.cyg.net/jblackmo/diglib/index.html
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Divergers

• Approaches
• Lecture
• Hands-on
• Organized summaries
• Instructor movement

http//www.cyg.net/jblackmo/diglib/index.html
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Dunn and Dunn

• Visual
• Processes through sight,
• Notes, videos, reading
• Auditory
• Hearing
• Lecture
• Haptic
• Body, movement, building, manipulation

Ecole Polytechnique de Montreal
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Three Style Approach

• Auditory
• Listens
• Takes Notes
• Memorizes (often first-time)
• Successful in traditional school setting
• Visual
• Diagrams, graphic organizers, blackboard,
  Powerpoint, Video, watching productions, charts,
  webbing, mapping
• Kinesthetic-Tactile
• Simulations, movement, role-playing, creating
  videos, Performing, Presentations, debate,
  drawing

http//www.columbia.edu/cu/tat/TEACHINGTIPSlearnin
gstyles.html
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3 Style

• Easiest to use for teachers
• Easy to identify learners
• Assign an activity and observe learners
• KTs will self-identify by movement and off-task
  behavior
• Easy to Apply to Lesson Plans
• Use a mental checklist
• Ensure each lesson has something for everyone

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3 Style VISUAL

• Charts
• Graphs
• Handouts
• Graphic Organizers
• Diagrams
• Overhead Transparencies
• Powerpoint
• Outlines

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VISUAL CONTINUED

• Tables
• Maps
• Mapping
• Photos
• Videos

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3 Style Auditory

• Discussion
• Debate
• Presentations
• Reading Aloud
• Study Groups
• Mnemonic Devices
• Stories

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3 Style Kinesthetic-Tactile

• Breaks
• Movement
• Drawing
• Standing
• Music
• Highlighting
• Eating, drinking, gum

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Kinesthetic-Tactile Continued

• Board and card games
• Demonstrations
• Projects
• Role Playing
• Competitions

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Blooms Taxonomy The Cognitive Domain

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

http//www.coun.uvic.ca/learn/program/hndouts/bloo
m.html
http//www.nwlink.com/donclark/hrd/bloom.html
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Knowledge

• Define
• List
• Match
• Recall
• Select
• Describe
• Identify
• Show
• Label
• Quote
• Name

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Comprehension

• Explain
• Give examples
• Summarize
• Generalize
• Paraphrase
• Translate
• Describe
• Interpret
• Compare
• Contrast
• Order
• Group

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Application

• Solve the following
• Given this situation, apply the ______ concept
  you have studied.
• Compute
• Construct
• Demonstrate
• Modify
• Predict

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Analysis

• Arrange
• Classify
• Diagram
• Differentiate
• Distinguish
• Relate
• Given the following, predict what will happen
• Explain the cause of the following
• From what is given, devise an explanation for
  events

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Synthesis

• Categorize
• Combine
• Compile
• Compose
• Create
• Devise
• Explain
• Organizes
• Design an experiment
• Using the ideas you have learned, create. . .
• Devise an alternate approach to ______
• Using the concepts you have studied, devise a
  plan to. . .

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Evaluation

• Respond to the group presentation in terms of
  their meeting established criteria
• Why does the movie score for _______ contribute
  to the tone of the movie?
• Does the movie __________ capture the essence of
  the book ____________?
• Has the administrations handling of the economy
  been effective. Why or why not?

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Lesson Plan To what extent have you incorporated
the following?

• Activities for visual learners?
• Activities for auditory learners?
• Activities for kinesthetic-tactile learners?

• Activities in Each of the Following?
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Activity 3

• Group together by grade level.
• Pick a subject for a lesson
• Devise a lesson using the 3 and 6 format
  (ensuring you have covered the three learning
  modalities and Blooms cognitive domain).
• Have fun. Group presentation follows.

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How deep can you get into it?

• Application of a myriad of learning modality
  approaches
• Administration of learning styles surveys
• Redesign of classroom environment
• Being viewed as a radical or a little nutty

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End of Presentation