1. Using Technology to Teach a Multi-Modal Pedagogy Holly Hofmann Tech Fair Fall 2008 Sponsored by Title V Coop

2. Fleming and Mills: VARK Visual learners learn best from info displayed in charts, graphs, symbols, pictures, etc. Aural [Auditory] learners learn best by hearing info in lectures, CDs, podcasts, group discussion, etc. Read/Write-oriented learners learn best by reading and writing. Kinesthetic learners learn best by doing.

3. What Style Learner/Teacher Are You? Do you teach the same way you learn? How would you characterize your teaching style? (VARK) How has your teaching style evolved over the years (from what to what)? How effective is your teaching style in helping students succeed?

4. The Holly Hofmann story I am a RW. This style worked well when I taught at the university level, but not here. Since my teachers taught in the RW style (with a lecture component) I needed to find tools to help me reach the rest of the students. In informal surveys I have conducted in my classes, approx. 70% of students are Kinesthetic learners.

5. In my Basic Skills Class (English 21) (no technology available in classroom) 1. Students see and create VISUAL pictures and mnemonic devices to learn grammar and word spellings Ex: Punctuation/Music Notes Choose/Chose donuts 2. Students READ the text descriptions of grammar and paragraph rules and WRITE answers to exercises as well as written paragraphs

6. In my Basic Skills class, cont. (2) 3. Students LISTEN and RESPOND to my in-class lessons 4. Students RECITE things aloud to memorize ex: Helping Verbs: “Am, Is, Are, Was, Were…” ex: Subject vs. Object Pronoun

7. In my Basic Skills class, cont. (3) 5. Students learn KINESTHETICALLY by CORRECTING incorrect sentences and paragraphs, both on the board and on worksheets 6. Students USE computer-assisted instruction in the HLRC to practice grammar. Online exercises are available.

8. In my Transfer Level Class, ENG 103 (Tech-Equipped classroom) 1. Students READ book and WRITE reports on reading. 2. Students collaborate ( TALK and WRITE ) in groups to create essay portions which I then type onto desktop-projected computer. 3. Students READ/SEE the written/visual product and can correct/cross out/etc. the product on the SmartBoard

9. Tech Equipped Classroom, cont. 4. After class, students can retrieve the file of in-class work from my website or my ADX page. 5. In Debate activity, students must LEARN BY DOING…a combination of VARK. 6. Online course supplements are available to students. (VRW) 7. For capstone project, students CREATE Powerpoints or other VISUALS to document project. 8. My goal is to be able to record/podcast class so students can LISTEN again and again.

10. My Online Students Lit and Creative Writing students LISTEN to poets reading the poems that they must READ.LISTEN Students reading Fast Food Nation PLAY an online game to learn about food production (Thanks to Erika Szostak!) http://www.mcvideogame.com/http://www.mcvideogame.com/ Students complete quizzes, submit written essays, “DISCUSS” and “CHAT” in teacher-moderated forums on ETUDES. (Supplemental ETUDES shells available.)

11. What Can You Do? Display your Syllabus on ADX for student reference. (Call Mary-Jo Apigo, x4410) Browse existing faculty ADX syllabi at: http://weekend.wlac.edu/wlacsyllabi http://weekend.wlac.edu/wlacsyllabi Locate existing podcasts to supplement your classroom material, or make your own podcast (contact Josh Stern, x4558)

12. What You Can Do, cont. (2) Locate online exercises or quiz content for your discipline that you can assign as homework. (Some are available through the publishers.) Create or locate/use a CD with recorded supplemental material for students. Build recitation, group work, or projects into your syllabus, as applicable.

13. What You Can Do, cont.(3) Train with me (Holly Hofmann) to use the Sympodium desktop projector and/orSmartBoard (x4547) Take the ETUDES training course and learn to teach online. (See Josh Stern, x4558) Use an ETUDES shell to supplement your on- campus class (where students can VIEW images, LISTEN to sound files, TAKE quizzes, DISCUSS content, etc.)

14. What You Can Do, cont.(4) Create visual images or games that help students recall important concepts/info. -Images can be distributed in class or posted online. -Don’t reinvent the wheel: some of these materials might already exist. Use free MERLOT content to spice up your ETUDES shell. (http://www.merlot.org/merlot/index.htm) (http://www.merlot.org/merlot/index.htm) Use e-books when possible. Our library has a number of them.

15. Resources VARK http://www.varklearn.com/english/index.asp http://www.varklearn.com/english/index.asp My Thesis Umbrella (A Mnemonic Device) http://weekend.wlac.edu/Default.aspx?DN=c246fead-b62d-4102-bb92-bd084167784a http://weekend.wlac.edu/Default.aspx?DN=c246fead-b62d-4102-bb92-bd084167784a West Faculty Syllabi on ADX http://weekend.wlac.edu/wlacsyllabi http://weekend.wlac.edu/wlacsyllabi Educational Blogs http://educational.blogs.com/ Educational Podcasts http://www.epnweb.org/ andhttp://www.epnweb.org/ http://www.oculture.com/2006/10/university_podc.html