Learning Styles and Long-Range Planning for the K-12 Teacher

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Learning Styles andLong-Range Planning for the
K-12 Teacher

• School of Education
• Teaching and Learning
• EDTE 408 Principles of Teaching

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Board Work

• Yellow Team
• As a Team, create a poem in which you capture the
  essence of the main theme of todays reading.
• Black Team
• Create a mime in which you will act out the
  main theme of todays reading.
• White Team
• Create a graphic organizer in which you represent
  todays reading.
• Red Team
• Write a song which highlights the main theme of
  todays reading. (You may use a tune that
  already exists)

• Mauve Team
• Create a panel discussion in which the team
  members will discuss the main theme of todays
  reading
• Purple Team
• Write a personal reflection on what the reading
  for today means to you.
• Blue Team
• Think of a visual way to depict the idea of
  multiple intelligences.

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Board Work (Cont.)

• Work Quickly.
• ALL team members must participate in the
  presentation.
• Your teams final product must be ready in TEN
  minutes

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Multiple Intelligence Theory

• Based on the work of Howard Gardner

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The Components of Intelligence

• A set of skills that enables an individual to
  resolve genuine problems encountered in ones
  life.
• The ability to create an effective product or
  offer a service that is of value in ones
  culture.
• The potential for finding or creating problems
  which enables an individual to acquire new
  knowledge.
• An identifiable location in the human brain for
  the processing of this type of thinking.

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Gardners Eight Intelligences

• Verbal/Linguistic
• Logical/Mathematical
• Naturalist
• Bodily/Kinesthetic

• Visual/Spatial
• Musical/Rhythmic
• Interpersonal
• Intrapersonal

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Verbal/Linguistic Intelligence

• Dimension
• The ability to think in words and to use language
  to express and appreciate complex meanings
• Career Examples
• Poets, Journalists, Public Speakers
• Things They Are Good At
• Creative writing, humor/jokes, storytelling

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100 WORDS

• Briefly skim through the 100 Words handout
• How many of these words do you recognize?
• Experts have decided that a working understanding
  of these words is necessary for success in
  college!

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Logical/Mathematical Intelligence

• Dimension
• The ability to calculate, quantify, consider
  propositions and hypotheses carry out complex
  mathematical operations handle long chains of
  reasoning recognize patterns and order in the
  world
• Career Examples
• Mathematicians, Scientists, Detectives
• Things They Are Good At
• Outlining, graphic organizers, calculation

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Naturalist Intelligence

• Dimension
• The capacity to observe, interpret, and construct
  patterns and meaning from the natural world
• Career Examples
• National/State Park Interpreters, Naturalists,
  Outdoor Guides, Birders, Molecular Biologists,
  Rock Climbers
• Things They Are Good At
• Sensing, Observing, Nurturing

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Bodily/Kinesthetic Intelligence

• Dimension
• The capacity to manipulate objects and use a
  variety of physical skills, including both large
  and fine motor skills
• Career Examples
• Athletes, Dancers, Surgeons, Craftspeople
• Things They Are Good At
• Folk/creative dance, Physical gestures,
  Sports/Games

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Visual/Spatial Intelligence

• Dimension
• The ability to think in both two and three
  dimensions perceive the visual world accurately
  recreate, transform, or modify aspects of the
  world based on ones perceptions
• Career Examples
• Sailors, Pilots, Sculptors, Painters, Architects
• Things They Are Good At
• Active imagination, patterns/designs, pictures

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Musical/Rhythmic Intelligence

• Dimension
• The capacity to discern and use pitch, rhythm,
  timbre, and tone
• Career Examples
• Composers, Conductors, Musicians, Vocalists,
  Sensitive Listeners
• Things They Are Good At
• Rhythmic patterns, vocal sounds/tones, music
  performance

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Interpersonal Intelligence

• Dimension
• The ability to understand and interact with
  others effectively notice and make distinctions
  among others
• Career Examples
• Teachers, Actors, Politicians, Social Workers,
  Therapists, Salesperson
• Things They Are Good At
• Intuiting others feelings, person-to-person
  communication, collaboration skills

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Intrapersonal Intelligence

• Dimension
• The capacity to understand oneself through
  reflective processes, including ones thoughts
  and feelings
• Career Examples
• Psychologist, Theologians, Philosophers,
  Spiritual Leaders
• Things They Are Good At
• Silent reflection, thinking strategies, inventing

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What About You?

• Take and score the MIT
• Every human being has a learning style and every
  human being has strengths. It is as individual
  as a signature. No learning style is better or
  worse than any other style. All groups
  cultural, academic, male, female, etc. include
  all types of learning styles. Within each
  culture, socio-economic strata or classroom,
  there are as many differences as there are
  between groups.
• Within the confines of two pages, describe your
  own unique learning style. You may wish to use
  the results of the MIT as a guide to your
  thinking.
• Due Monday, January 31.

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Board Work

• Give me your tired, your poor,
• Your huddled masses yearning to breathe free,
• The wretched refuse of your teeming shore,
• Send these, the homeless, tempest-tossed, to me
• I lift my lamp beside the golden door.
• EMMA LAZARUS
• The New Colossus, Statue of Liberty
  Inscription
• Ellis island New York Harbor

1. What does this poem mean to you?
2. How has this reality impacted American Education?
3. Discuss these questions within your home teams.

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Traveling Ambassador Activity

• Purple Team
• Educational Equity
• White Team
• Before the School Year Begins
• Red Team
• The First Four Weeks and Beyond
• Mauve Team
• Multicultural Perspective during Student Teaching

• Blue Team
• Multicultural Education A Synthesis Conception
• Yellow Team
• Examples of Multicultural Teaching
• Black Team
• Multicultural Education An Evolving Concept/The
  Controversy

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Student Diversity

• Traveling Ambassadors
• Study your material as a team.
• Prepare a five minute presentation on the
  material.
• Identify your teams Ambassador. (Oldest
  Member)
• Send your Ambassador to visit the other teams.
• Gather information from other Ambassadors who
  visit your Team.
• Debrief your Ambassador upon her/his return.

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Board Work

• Some people have suggested that education could
  be improved if the planning process were
  centralized, occurring at the state or district
  level. Teachers would then be responsible for
  implementing preplanned units of study. This
  method would save teachers time, ensure uniform
  content, and provide for coordination between
  teachers at different grade levels.
• Is this a good idea?
• What advantages does it have?
• What disadvantages?
• Discuss these ideas with your team. What does
  the team think? Jot down some ideas and turn
  them in your folder.

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Standards Benchmarks

• Expressing our Educational Aims and Goals

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What are national standards?

• Statements of desired content learning outcomes
• Generally expressed for specific content areas
• Generally expressed across a range of grade bands

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Who develops standards?

• At the national level, developed by
  representatives of content-area professional
  organizations
• At the state level development is guided by state
  departments of education

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Who Uses Standards?

• Classroom teachers
• District-level consultants
• State-level consultants
• National leaders in content areas
• Politicians
• College teachers

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How are standards used?

• To establish aims of programs of instruction
• To determine content of programs of instruction
• To guide curriculum development
• To guide classroom planning
• To design student assessments

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What Are Benchmarks?

• Learning outcome statements which are subheadings
  of a specific standard
• Designed to provide more specific guidance about
  the meaning of the standard
• Written for specific developmental levels (grade
  bands)

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How Are Benchmarks Used?

• To establish goals of programs of instruction
• To determine content of programs of instruction
• To guide curriculum development
• To guide classroom planning
• To design student performance assessments and
  tests

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How Can I Use Standards and Benchmarks?

• In determining content of courses
• In determining content of units of instruction
• In writing objectives for individual lessons
• In planning a classroom assessment system

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Where Can I Find Standards and Benchmarks For My
Area?

• Michigan Curriculum Framework
• Michigan Curriculum Frameworks Overview.ppt (SED
  Server)
• Michigan Curriculum Frameworks Overview (WEB )
• Michigan Standards and Benchmarks (WEB)
• Seventh-day Adventist Essential Elements
• http//circle.adventist.org/utils/lists/index.phtm
  l?list_id1current_page1

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Assignment Instructional Goals

• Choose one content area
• Choose one level (Early Elementary, Later
  Elementary, Middle School, High School)
• Choose the standards/benchmarks you will use to
  develop your yearly plan, unit plan, lesson
  plans, and assessments for this course
• State the source where you studied these
  standards/benchmarks
• Due Wednesday, February 2, 2005

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Board Work Preparing for your field interview

• How do experienced teachers plan? Your field
  interview with an experienced teacher should
  include questions dealing with planning. Some of
  the questions you ask could include
• Where do you begin?
• What help are state and district (Union)
  curriculum guides?
• Is there a teachers edition? How is it useful?
• As a team, create several other questions that
  can be used in the planning portion of your
  interviews.

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Yearly Planning

• Long-range Planning With
• The End in Mind

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Planning Model for Effective Teaching
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Yearly Planning

• Survey available resources
• Texts
• Curriculum guides
• Create a course outline for year, semester,
  quarter, etc.
• Serves as a framework for later planning efforts

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Purposes for Long-range Planning

• Adapts Curriculum to Fit Teachers Knowledge and
  Priorities
• Helps Teacher Focus on the Structure and Content
• Develops a Practical Schedule for Instruction

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Developing a Course Plan

• Elementary or
• Secondary

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Work Day/Peer Review Next Session

• What To Bring
• Copies of standards/benchmarks
• Curriculum Guides
• Textbooks
• Calendars
• Course Outline Designs
• Work already accomplished on assignment