3 Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching
Rotate and Empower Rotate instructional practices creating opportunities for students to work within their preferred style. Empower students to use knowledge about their preferences in making choices and investing effort.
Quick-Pick Interpretation of The Kaleidoscope Profile ® Results SENSORY STYLES Kinesthetic: Works best when able to move and do things with large muscles. Tactual : Works best when able to feel through small muscles and personal relationships. Visual: Works best when able to see, watch, read, and view. Auditory: Works best when able to hear, speak, discuss, and think out loud.
Model of the Earth Inner Core Tough Stuff Crust Rocks, Trees, Water Lithosphere Moving Plates Asthenosphere Oozy, Asthenosphere Deep Mantle Hot Rocks Outer Core Molten Magma
Quick-Pick Interpretation of The Kaleidoscope Profile ® Results PERCEPTUAL AND ORGANIZATIONAL STYLES Concrete: Prefers to work with real objects, sounds, colors, and experiences. Abstract: Prefers to work with symbols, words, numbers, and other abstractions. Global: Prefers to work with the “big picture,” large chunks, and intuitive leaps. Sequential: Prefers to work with step-by-step, orderly, logical information.
GASC Diagram The information on this diagram is set up as though you are facing someone. Right Hemisphere Global Synthesis Stories Inductive Reasoning Concrete /Images Visuals Sounds Feelings Body Movements Left Hemisphere Sequential Analysis Classification Deductive Reasoning Abstract /Symbols Written Words Spoken Words Numerals Equations
AS AGCG CS Organizational Continuum PerceptualContinuum Concrete Sequential part-by-part procedures step-by-step directions real world things Abstract Sequential discuss, read compute numbers sequentially and analyze verbally do things in their head Concrete Global trial/error real world in random discovery method of learning Abstract Global discuss ideas, concepts, pattern, associations play with words create metaphors
GASC — Teaching Strategies Concrete/Sequential field trips organized step-by-step, with a goal structured, hands-on materials such as models structured demonstration lessons simulations that follow the rules using step-by-step directions to complete a task using concrete materials and following directions ____________________________________ ____________________________________ Abstract/Sequential lectures, with questions and answers in a step-by step progression audiotapes and/or videotapes in a step-by-step sequence almost all textbooks presenting logical thought and constructions explaining theories through deductive reasoning programmed instruction ___________________________________ ____________________________________
GASC — Teaching Strategies Abstract/Global open-ended think sessions group discussions allowing think time for reflections before beginning a project or assignment allowing students to make intuitive leaps using the synthesis process to allow students to get an “Aha!” optional reading assignments _________________________________ __________________________________ Concrete/Global optional assignments involving real things problem solving simulations open-ended, discovery-type field trips learning through trial and error and seeing real objects committee work on real projects discovery learning ________________________ ___________________________________ ___________________________________