Presentation on theme: "Ann Marie Morreale October 27, 2009 When the manual doesnt fit the learner what should teachers do to reach students? Teachers need to be keen observers."— Presentation transcript:
When the manual doesnt fit the learner what should teachers do to reach students? Teachers need to be keen observers of their students. Recognizing student strengths and interests is key to helping young minds make connections to their own life and what is being taught in school. When students recognize strengths in each other they are able to view all classmates as valuable resources to their own learning.
Good teaching is the art of connecting content to kids. Teachers need to adapt how we teach so what we teach consumes the lives and mind of the learner. Tomlinson and Jarvis have 5 principles that reflect the power of teaching to students. These principles are illustrated by the stories of real teachers and their experiences.
Educators need to learn how to recognize strengths. Research indicates that strengths are masked by traditional curriculum and assessment. Teachers and researchers worked together to find ways of engaging students through Howard Gardners theory of multiple intelligences. Important outcomes of the study: Teachers learned to me more flexible with instruction in response to student strengths. Targeted students were now being viewed as capable learners who took on ownership over their learning. Achievement levels climbed and parents attitude toward school improved.
Ellies Story Bright, articulate student who was known as talented and fearless public speaker. Confidence faded and frustration mounted with the introduction of 9 th grade Geometry. Mrs. Nelsons Solution Capitalized on Ellies verbal strength and leadership abilities. Small group instruction with successful geometry students. Group worked out the problems while Ellie reported the procedures that led to success.
The Result Ellie found that talking through the problem helped her understand the procedure instead of relying on her spatial abilities to understand algebra. The student reported she was able to apply her strength when tackling all kinds of problems that stump her.
Researcher Elizabeth Cohen suggests that teachers watch students working, find what they are doing well and directly make them aware of what they observed. Teachers can apply this in small group instruction by creating small academic tasks and assigning roles to students based on strengths. Educators should help the students understand the importance of each group member in contributing to a larger goal.
For most of my school years, I preferred to work by myself in my classes. I felt like I would always do better alone. This year, my teacher has given us complicated work to do that requires a lot of different abilities, and shes taught us to look for those abilities in our classmates. Ive learned to really appreciate kids I always saw as people to avoid working with. I guess Id have to say Ive learned a lesson in humanity this year. -a high school student
Tapping into student interests and life experiences is essential when delivering prescribed curriculum goals. Developing this passion will promote student inquiry. Students can become engrossed by learning about the world they live in especially after a personal connection to learning is made.
Teachers, like Mrs. Lupold, give students a feeling of ownership when they use interests, curiosity and points of confidence as a starting point for disciplinary inquiry. Students saw learning as a positive experience because they saw themselves reflected in the pursuit of academic ideas.
Teaching to student strengths does not mean ignoring weaknesses. It means teaching in a way that takes advantage of student power to energize learning. Teachers will start seeing the students possibilities when they recognize strength instead of looking at all the areas that need work.
When students are consumed with an activity that promotes success in an enjoyable way the time will pass quickly. This is called working in a state of flow.