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M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles.

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Presentation on theme: "M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles."— Presentation transcript:

1 M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles

2 W ELCOME Create a Name Plate Fold a sheet of paper and write your name in the center Using words and/or images, surround it with at least 4 characteristics that describe you as a learner AMANDA Creative Enjoys group work Easily bored Variety

3 M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles

4 E XPECTATIONS Dr. Shelton-We would like to use the slide from group 4 (their slide #3).

5 T ODAY ’ S A GENDA What is intelligence? Multiple Intelligence PowerPointOverview Role Play MI scenarios Model sample lesson plan Create sample lesson using learning cycle and B.E.S.T template Nameplate/Welcome Would you rather? Who are you? How do you learn? MI Quiz Peer edit lessons using three things you like and a wish Follow-up: Implement lesson in own classroom and provide a copy to your administrator. If?Why? What?How?

6 D ESIRED O UTCOMES By the end of Module 2, we will learn about Your learning styles and strengths Learning Cycle How to create lessons that incorporate higher order thinking while reaching a variety of learning styles and intelligences.

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8 T HE L EARNING C YCLE Image Inform Extend Practice Connect Attend Refine Perform If?Why? What?How? MEANING CONCEPTS SKILLS ADAPTATIONS

9 T HE L EARNING C YCLE AND H UNTER Instructional input Modeling Check for understanding Guided practice Stating objectives Anticipatory set Closure Independent practice If?Why? What?How?

10 “Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand.” Confucius

11 I NTROVERT E XTROVERT OR

12 A LWAYS P ROMPT A LWAYS LATE OR

13 G O CAMPING G O TO THE M OVIES OR

14 T HE ABILITY TO FLY T HE POWER OF INVISIBILITY OR

15 M USIC T ALK R ADIO OR

16 J UST GET IN THE CAR AND DRIVE P LAN TRIP ACCORDING TO M APQUEST DIRECTIONS OR

17 R EMEMBER F ACES R EMEMBER N AMES OR

18 M OST POPULAR S MARTEST OR

19 R EAD THE BOOK W ATCH THE MOVIE OR

20 S UDOKU C ROSSWORD PUZZLE OR

21 R UN WITH THE PACK L ONE WOLF OR

22 P ROCRASTINATE D O YOUR WORK RIGHT AWAY OR

23 P UZZLES =F UN !P UZZLES =P AINFUL ! OR

24 G OOD DANCER T WO LEFT FEET OR

25 S EQUENTIAL R ANDOM OR

26 B EACHSIDE R ESORT C AMPING IN THE WOODS OR

27 H OW D O W E L EARN ?

28 WHICH GROUP OF WORDS BEST DESCRIBES YOU? Empathetic Reflective Imaginative Spontaneous Adventurous Dramatic Organized Factual Loyal Conceptual Pragmatic Experimental

29 WHICH GROUP OF WORDS BEST DESCRIBES YOU? BLUE ORANGE GOLD GREEN

30 Sensing Feeling Watching Watching and Thinking through concepts Thinking through concepts and doing it yourself HOW DO YOU PREFER TO LEARN? Doing it yourself and sensing/feeling

31 IMAGINATIVE LEARNER ANALYTIC LEARNER COMMON SENSE LEARNER HOW DO YOU PREFER TO LEARN? DYNAMIC LEARNER

32 M ULTIPLE I NTELLIGENCE

33 T HE L EARNING C YCLE AND L EARNING S TYLES Forming theories and concepts Values sequential thinking Testing theories Solving real- world problems Listening and sharing ideas Taking things personally Self-discovery Experiential learning If?Why? What?How? IMAGINATIVE ANALYTIC COMMON SENSE DYNAMIC

34 “It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated.” Edith Hamilton

35 Q UICK W RITE On a sheet of paper, write an answer to this question… What is INTELLIGENCE??

36 “I am 100% convinced that if I were to come back to Earth in 50 years, people would laugh at the idea of uniform education.” Howard Gardner

37 H OWARD G ARDNER ’ S D EFINITION “The human ability to solve problems or to create products, that are valued within one or more cultural settings.” ALL human beings have multiple intelligences Can be strengthened or weakened over time Everyone has aspects of all 8 intelligences.

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39 C RITERIA FOR I DENTIFYING AN I NTELLIGENCE Evidence that areas of the brain are specialized for certain activities Prodigies, savants, and geniuses in the field Set of core operations Cultural history Developmental history with expert end performance Supported psychological tasks Psychometric tasks Symbols

40 V ERBAL -L INGUISTIC “Word Smart” people Typically good at reading, writing, telling stories, memorizing names and dates Learns best from reading, taking notes, listening to lectures, discussions, and debates

41 Y OU MIGHT BE A … Writer, teacher, politician, lawyer Famous linguists include: William Shakespeare

42 L OGICAL -M ATHEMATICAL I NTELLIGENCE “Logic Smart” Good at logic, numbers, math Excel in mathematics, chess, computer programming, and other logical activities

43 Y OU MIGHT BE A … Mathematician, scientist, engineer Famous logical-mathematicians include: Sir Isaac Newton Stephen Hawking

44 M USICAL I NTELLIGENCE “Sound Smart” Remembers tones, patterns, and rhythms Good pitch Excels at singing or playing instruments May use songs or rhythms to memorize info Needs music

45 Y OU MIGHT BE A … Musician, Composer Famous musical people include: Elvis Beethoven

46 V ISUAL -S PATIAL I NTELLIGENCE “Picture Smart” Good at visualizing/manipulating objects in head Strong memory Artistically inclined Good sense of direction Active imagination

47 Y OU MIGHT BE A ( N )… Artist, General, Inventor Famous visual/spatial people include: Walt Disney Vincent van Gogh Steven Spielberg

48 B ODILY -K INESTHETIC I NTELLIGENCE “Body Smart” Good at physical activities such as sports and dance Prefers doing things that involve movement Good at acting, performing, building, and making things, learns best by doing.

49 Y OU MIGHT BE A ( N )… Actor, athlete, dancer, comedian Famous bodily-kinesthetic people include: Robin Williams Tiger Woods

50 I NTERPERSONAL I NTELLIGENCE “People Smart” Generally extroverted Good at working together and reading other people’s emotions, motivations, etc. Good communicators Learns best by discussion or working in a group

51 Y OU MIGHT BE A ( N )… Politician, social worker, therapist Famous interpersonal people include: Nelson Mandela Bill Clinton Oprah Winfrey

52 I NTRAPERSONAL I NTELLIGENCE “Self-Smart” Generally introverts Prefer to work alone Self-aware—understand their own emotions, motivations, goals Learn best when allowed to work independently

53 Y OU MIGHT BE A ( N )… Poet, Author, Philosopher, Religious Leader Famous intrapersonal people include: Henry David Thoreau Gandhi The Dalai Lama

54 N ATURALIST I NTELLIGENCE “Nature Smart” Environmentally aware Has the ability to recognize and categorize plants and animals

55 Y OU MIGHT BE A … Gardener, Biologist, Farmer, Doctor Famous naturalist people include: Rachel Carson Lewis and Clark Jacques Cousteau

56 W HAT DOES THIS MEAN TO ME ??

57 Everyone’s brain works a little differently

58 All people have ALL intelligences in different amounts

59 The intelligences are not mutually exclusive Act together Most people have 3-4 dominant ones

60 We learn most effectively when taught to several different intelligences

61 Students who understand their own balance of multiple intelligences can: Better manage their own learning Learn to value their individual strengths Instructors who apply M.I. theory can: Provide more opportunities for students to cultivate their talents and improve their weaknesses Engage the students in the material in ways that make sense to them

62 Intelligence isn’t static With work and practice, you can strengthen your intelligences If neglected, they can weaken

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64 10 M INUTE B REAK

65 Linguistic Body/Kinesthetic Logical/Mathematical Naturalist Spatial Interpersonal Intrapersonal Musical As you enter, sit in the area of the room of your dominant intelligence.

66 T HE L EARNING C YCLE AND B LOOM Understanding Applying Analyzing RememberingCreating Evaluating If?Why? What?How?

67 “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler

68 R OLE P LAYING S CENARIOS

69 M ODELED L ESSON P LANS : T HE T RUE S TORY OF THE T HREE L ITTLE P IGS

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71 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Verbal/Linguistic As you listen/read the story, record at least five concepts you found interesting. Share your ideas with a partner. Select one character to analyze in a character journal. Examine the character's actions, behavior, and reactions.

72 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Visual/Spatial Describe your story's characters and their relationships to each other by creating a relationship map. Develop a visual or musical representation for your character. Include physical and personal attributes. Assess the use of symbols/pictures in your story. Design an illustrated poster showing each symbol/picture and give its meaning.

73 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Logical/Mathematical Summarize the plot of the story by constucting a timeline of events.

74 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Naturalist If your character lived today, what kinds of things would you find in his/her backpack. Collect and organize items to display.

75 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Musical Develop a visual or musical representation for your character. Include physical and personal attributes.

76 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Body/Kinesthetic Dramatize one of the characters and role play how they would solve a simlar problem today.

77 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Intrapersonal Is there a message or reflection in the story that is applicable to your life? Write your reflection in your journal.

78 Bloom's Taxonomy Remembering: Can the student recall or remember the information? Understanding: Can the student explain ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a stand or decision? Creating: Can the student create a new product or point of view? Garnder's Multiple Intelligences Define, duplicate, list, memorize, recall, repeat, reproduce Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write Interpersonal Choose a favorite character and discuss with a friend why you selected that character.

79 T HE L EARNING C YCLE AND G ARDNER Verbal/Linguistic Logical/Math Spatial Musical Intrapersonal Interpersonal Body/Kinesthetic Naturalist If?Why? What?How?

80 “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer

81 S AMPLE L ESSON P LAN Take a journey and learn how to create a lesson plan incorporating the Multiple Intelligences and Bloom’s Higher Level Thinking Skills. Use the B.E.S.T. Integration Planning Sheet.

82 N OW IT ’ S Y OUR T URN ! Begin to write a sample lesson using the Learning Cycle Model and B.E.S.T. Integration Lesson Plan Template. Edit your lesson plan with a partner.

83 W HAT ’ S N EXT ? Follow-up: Complete lesson plan and implement with your class. Reflect on what went well with your students and what you would change in future lessons using the template. Look ahead to Module 3: Managing the Learning Environment

84 C ELEBRATE !


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