1. LEARNING THEORIES

2. Activity - Instructions zFollowing these instructions are some slides. When you see the slide, say the color out loud.

9. Using Your Whole Brain zYour brain has two hemispheres: right and left zBoth hemispheres function together to help you learn zUnfortunately, much of formal education relies on learning that stimulates your left hemisphere and ignores the right

10. Using Your Whole Brain zSchools and work places operate on left brain principles. z Structure z Routine z Sequencing z Orderly processes z Deadlines z Working alone

11. Two halves of the Brain z The right brain controls spatial perception, pattern recognition, and the left side of the body.

12. Two halves of the Brain z Left Brain controls speech, logical thinking and the right side of the body.

13. Using Your Whole Brain zWhat happens when we ignore the learning possibilities of the right side of the brain? z Limit creativity z Create learning barriers z Create boring learning environments z Limit human potential

14. Brain Based Learning z The brain needs to be fed a nutritional diet but that alone is not enough.

15. Brain-Based Learning z The brain needs a stimulating environment.

16. VAKT Styles Visual Auditory Kinesthetic Tactile

17. Visual Learners zPrefer demonstrations. zLearn through descriptions. zWrite things down to remember and to organize thoughts. zRecognize words and faces. zTend to be imaginative. zTend to be distracted by movement or action in the classroom. zTend to be unaware of noise. zRemember what they see.

18. Auditory Learners zPrefer verbal instructions. zLearn by listening. zEnjoy dialogues, discussions, and plays. zTend to remember names. zWork out solutions or problems by talking them out. zAre distracted by noise; need to work where it is quiet. zRemember things they hear.

19. Kinesthetic Learners zNeed to be involved or active. zTend to have high energy levels. zThink and learn best while moving. zTend to loose much of what is said during lectures. zExperience problems when asked to sit and read quietly for long periods of time. zPrefer to do rather than watch or listen. zRemember things they do or perform.

20. Tactile Learners zTake notes during a lecture or when reading something new or difficult. zLike to draw or doodle to remember. zLike hands-on activities such as projects, demonstrations, or labs. zLike to fiddle with or touch things. zRemember what they handle.

21. Accelerated Learning z Learning is a relaxed, enjoyable experience in which tension disappears and in which the whole brain is united during the learning process.

22. Accelerated Learning z New material is presented so that it can be simultaneously absorbed by both the conscious and subconscious mind.

23. Accelerated Learning z Design learning activities that create vivid, memorable associations which trigger long-term memory in a very short time.

24. Accelerated Learning Use: memory strategies, visualization, music, manipulatives, games, suggestion techniques (concert review), environmental peripherals (art, color, posters)

25. Multiple Intelligence z“An intelligence is the ability to solve problems, or to create products that are valued within one or more cultural settings.” Dr. Howard Gardner Multiple Intelligence Theory

26. Multiple Intelligence Verbal Linguistic z Involves fluency and skills in language: reading, writing, editing, listening, expression and elaboration. z Use stories, vocabulary, oral reading, questioning, etc.

27. Multiple Intelligence Visual Spatial z Focuses on learning through images, pictures, charts, graphs, diagrams, and art. z Use visual methods: films, slides, videos, mind-mapping, models, stencils, color, etc.

28. Multiple Intelligence Logical-Mathematical z Involves looking for patterns, relationships, and sequence. z Provide facts, data, logic problems, games, kits, puzzles, classifying, and organizing activities.

29. Multiple Intelligence Body-Kinesthetic z Focuses on learning through movement, touch and doing. z Use manipulative, role play, simulations, physical exercise, games, competitive sports, hands-on activities, etc.

30. Multiple Intelligence Musical-Rhythmic z Relies on rhythm, melody, and sound for learning. z Use instruments, rap, sound, song, beat, background music, etc.

31. Multiple Intelligence Interpersonal Intelligence z Involves learning through interaction and cooperation with others. z Use group work and group projects, discussion, case studies, chat rooms, agree/disagree, jigsaw, etc.

32. Multiple Intelligence Intrapersonal z Involves self-directed, independent, reflective learning. z Provide opportunities for visualization or guided imagery, self- assessment, reflection questions, etc.

33. Learning Styles z Four learning styles z We tend to have a “favored” style. z As teachers we should structure our learning and assessment to meet the needs of all four types. Practical How? Analytic What? Dynamic If? Imaginative Why?

34. Quadrant One: Imaginative z Needs the “hook.” Why do I have to learn this? Why is this important? How does it connect with my life? z Choose an activity that connects the student with what he/she knows to the new learning. z Activity Ideas Activity Ideas

35. Quadrant Two: Analytical z Values content and expertise. Learners need to examine facts and concepts. They need to know “what.” z Use activities that build content knowledge and concepts. z Activity Ideas Activity Ideas

36. Quadrant Three: Practical z Wants to know “how” something works. They need to practice. z Use hands-on experiences that allow learners to “tinker” with what they need to learn. z Activity Ideas Activity Ideas

37. Quadrant Four: Dynamic z Learns by trial and error. They need to apply the new learning to their lives and experiences and make it useful for themselves. z Use experiences that let them create new forms and ideas. z Activity Ideas Activity Ideas

38. Learning Cycle Start with a “hook” or connect activity Second, provide “content” related activities Third, provide “practice” activities. End with an application activity (can also be the assessment).

39. How to Combine the Learning Cycle with the VAKT Model “Hook” or “connect activities “Content/comprehension” activities “Practice activities. Application/Assessment activities

40. How to Combine the Learning Cycle with Multiple Intelligences “Hook” or “connect activities “Content/comprehension” activities “Practice activities. Application/Assessment activities

41. Conclusions  Theories about learning have contributed to improving the quality of learning.  Students learn best when they can address learning in ways they trust.  Learning styles research provides educators with tools to create learning experiences for the variety of ways in which people approach learning.