1. Utilizing Learning Styles and Cognitive Research in the Urban Classroom General Session

2. Utilizing Learning Styles and Cognitive Research in the Urban Classroom Research for this presentation is based upon the work of Sousa (2001), How the Brain Learns(2 nd Edition) and Jensen (1996) Brain- Based Learning.

3. Pre-test (True or False) Most students tend to learn new information through auditory means. The structures responsible for deciding what gets stored in long-term memory are located in the brain’s rational system. Learners that can perform a new task well are likely to retain it.

4. Learning Styles There are countless studies which verify that learners have preferences for different kinds of input and learning experiences (Shipman and Shipman, Carbo, DeBello, Della Valle, Hodges, Shea, Virotsko, White, Kroon, Doulgas and Troutman).

5. At- Risk Learners Learned Helplessness 5%* (as high as 20% in some school populations) Hyperactivity/Hyperkinetic Disorders 2-5%* Delayed Sleep Disorder (begins about age 12, impacts up to 75%*) Marijuana/Alcohol abuse 25%* (2-5% elementary, as high as 60% in secondary populations) Oppositional Disorder 5-10%* Toxins/Allergies that Impair Learning 10- 15%* (as high as 65% in some school populations) Pervasive Developmental Disorders (e.g. Asperger’s) 1%* Misnutrition 15%* (as high as 50% in some school populations) Auditory-Processing Deficits 10%* (as high as 20% in some school populations) Attention Deficit Disorder 3-5%*(highly controversial – estimates range from 2- 10%) Chronic Demotivation (Anxiety/Stress Disorders) 15%* (as high as 60% in some school populations) Depression 4-6%* (3-5% in elementary, as high as 6-8% in secondary populations) Dyslexia 8-12%* Learning Delays 5-8%* (as high as 25% in some school populations) Abuse & Attachment Disorders 8 –10% (as high as 30% in some school populations) Brain Injury 3-8%* Conduct/Anti-social disorder/Violence 3- 5%* (as high as 20% in some school populations) * Nationwide figures; the numbers for your specific school or district may be much higher or lower. Figures are rounded and the totals of all the disorders above exceed 100% which confirms the comorbidity and real challenges we face.

6. Pennsylvania Chapter 4 Regulations 4.21(j) Beginning in the 2001-2002 school year, students who have not achieved proficiency in reading and mathematics in their primary grades (K-3), as determined by by the school district, shall be afforded instructional opportunities through a grade level learning plan developed by the school district. The plan will assist the student in acquiring the knowledge and skills necessary to achieve at the proficient level.

7. Pennsylvania Chapter 4 Regulations 4.21(k) Beginning in the 2001-2002 school year, students who have not achieved proficiency in reading and mathematics by the end of grade 5 shall be afforded instructional opportunities to develop knowledge and skills necessary to achieve at the proficient level.

8. Learning/Input All learners need to have some input to initiate learning. Our senses serve as our input sources for learning. The input is most likely visual, kinesthetic, auditory, olfactory or gustatory. Most learners are multi-processors.

9. Input Preferences or Dominant Senses Visual (46% of learners) – External- prefers visual input, keep eye contact, want hand-outs Have a personal space Have trouble with verbal directions – Internal- visualize it in their mind first - tend to day dream make mental pictures about their learning

10. Input Preferences or Dominant Senses Kinesthetic (35% of learners) – Tactile- Prefers physical input- learn by doing Less interested in reading about topics Personal attention has a great impact Can be very active but often a mess – Internal- Strong non-verbal communication Prefers inferential, intuitive Less likely to raise their hands in class Less verbally expressive- more physically expressive

11. Input Preferences or Dominant Senses Auditory (19% of learners) – External- prefers input to be auditory- talks constantly Easily distracted Memorize by steps and procedures- wants tests this way Head bobs – Internal– Talks to himself frequently Prefers to talk to himself before learning about something Have difficulty making up their minds

12. How the Brain Learns

13. Hemispheric Preference Left Brain Preference Prefers things in sequence Phonetic reading system Likes words symbols, letters Wants structure, predictability Right Brain Preference Comfortable with randomness Whole language reader Wants pictures, graphs, charts Spontaneous, go with the flow

14. How the Brain Learns David Sousa’s Information Processing Model

15. Cognitive Belief System Meaning and sense impact long term storage How a person “feels”about a learning situation determines the amount of attention devoted to it. The rational system matures slowly in adolescents, hence, they are more likely to submit to their emotions. Threats and emotions affect the memory process Fight or Flight Reaction

16. Post- Test Most students tend to learn new information through auditory means. The structures responsible for deciding what gets stored in long-term memory are located in the brain’s rational system. Learners that can perform a new task well are likely to retain it.

17. Closure 1. Educators tend to teach the way that they learn. 2. When we implement instructional strategies that honor learning styles we increase student success. 3. Differentiated Instruction incorporates learning styles and cognitive research