1. Learning Styles Needs, and Preferences

2. Learning Styles, Needs, and Preferences
This PowerPoint is an overview of some of the research conducted to date on understanding and responding to the needs and preferences of individuals. It can help you think about how your create access and connections throughout your meetings. Think about this in terms of connections and access to information and colleagues!

3. Basic Needs Brain Research Humor & Resiliency Learning Styles
Leslie Hart
Marian Diamond
Steve & Sybil
Wolin
H. Stephen Glenn
Jane Nelson
Robert Sylwester
Renata & Geoffrey Caine
Diane Loomans
Karen Kolberg
David & Roger Johnson
Pat Wolfe
Eric Jensen
Brain
Research
Spencer Kagan
Humor &
Resiliency
Cooperative
Learning
William Glasser
Susan Kovlik
Basic
Needs
Horham Maslow
Thematic
Integrated
Instruction
James Bean
Curriculum
Design
David M. Kiersey
Isabel Briggs Myers
Personality
Types
Problem Based Learning
Celebratory
Learning
Wendy Mobilia
Universal Design
Bernice McCarthy
Learning
Styles
CAST
Tony Gregoric
Differentiated
Instruction
Gayle Gregory
Multiple
Intelligences
Judy Wood
Diane Heacox
Carolyn Chapman
Environmental
Influences
Kathleen Butler
Carol Ann Tomlinson
Howard Gardner
Rita & Ken Dunn
David Lazear
Daniel Goleman
Thomas
Armstrong

4. Attributes of Celebratory Learning
Positive interdependence
Individual accountability
Simultaneous interaction
Connections to previous learning
Theme-based learning
Need based learning
Brain compatible environment
Play and Humor
Learning Community
Celebrating the learner & the learning

5. Implementation of Celebratory Learning
Drawing on the work of Kagen and others we have identified specific concepts that need to be in place to support Celebratory Learning.
Learning Teams;
Teacher serves as both the facilitator and guide in assisting groups in following structures to support cooperation, positive interdependence, and individual accountability;
Develops cooperative structure understanding and skill among students;
Ensures the learning is relevant, accessible, and promotes critical thinking and rich learning.

7. Mind/Brain Learning Principles
Principle 1: The brain is a complex adaptive system.
Principle 2: The brain is a social brain.
Principle 3: The search for meaning is innate.
Principle 4: The search for meaning occurs through "patterning".
Principle 5: Emotions are critical to patterning.
Principle 6: Brains simultaneously perceive & create parts and wholes.
Principle 7: Learning involves both focused attention & peripheral perception.
Principle 8: Learning involves conscious & unconscious processes.
Principle 9: We have at least two ways of organizing memory.
Principle 10: Learning is developmental.
Principle 11: Complex learning is enhanced by challenge & inhibited by threat.
Principle 12: Every brain is uniquely organized.

8. Emotional Intelligence
Fundamentals of
Emotional Intelligence
Self Awareness
Handling Emotions
Self-Motivation
Empathy
Social Skills

9. MULTIPLE INTELLIGENCE THEORY

10. Myers-Briggs Traits Extrovert Introvert Sensing Feeling Thinking
Judging
Introvert
INtuition
Thinking
Perception

11. Myers-Briggs Characteristics

12. Learning Style Preferences
There are three general styles of learning preferences, which are referred to as modalities: visual, auditory, and kinesthetic.
Visual learners learn best by seeing information. They are able to remember information that is presented in pictures, charts, or diagrams. Visual learners often have strong visualization skills. They can look up or close their eyes and see” the information they have learned.
Auditory learners learn best by hearing information. They can remember information that is explained to them orally better than information they have seen or read.
Kinesthetic learners learn best by doing – by working with their hands, working with objects in hand-on experiences, and involving larger body movements as they study.

13. The Laughing Classroom

14. Principles of Universal Design
The Center for Universal Design (1997) lists the following
principles of universal design:
Principle One: Equitable Use
Principle Two: Flexibility in Use
Principle Three: Simple and Intuitive Use
Principle Four: Perceptible Information
Principle Five: Tolerance for Error
Principle Six: Low Physical Effort
Principle Seven: Size and Space for Approach and Use