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TA TAvisions education support Terry Ashton Welcome!

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1 TA TAvisions education support Terry Ashton Welcome!

2 TA TAvisions education support We dont all learn (and teach) the same way! so what?

3 npih TA TAvisions education support what we are going to do What are learning styles and preferences Beginning to identify our own learning preferences BREAK identifying our own learning preferences learning styles in action; how knowledge of learning preferences might affect the way we relate and the way we teach? LUNCH learning styles in action (cont) evaluation

4 npih TA TAvisions education support some questions

5 npih TA TAvisions education support some questions what things puzzle you in teaching?

6 npih TA TAvisions education support some questions do you find…. some people are easier to understand than others? kids and teachers?

7 npih TA TAvisions education support some questions do you find…. some teachers understand some kids better than others?

8 npih TA TAvisions education support some questions do you find…. some kids learn really well with some teachers and not with others?

9 npih TA TAvisions education support some questions do you find…. a great lesson doesnt always work a second time?

10 npih TA TAvisions education support some questions do you find…. the way you explain something to one youngster may not help another?

11 npih TA TAvisions education support some questions do you find…. some teaching methods appeal to you and others do not? (how does this affect how you teach and how does it affect the pupils?)

12 npih TA TAvisions education support some questions do you find…. you are tempted to use the teaching approaches that worked best with you?

13 npih TA TAvisions education support some questions do you find…. we talk a lot about meeting the needs of individuals?

14 npih TA TAvisions education support some questions do you find…. much work in the past about meeting individual needs has focused on differences in ability?

15 npih TA TAvisions education support why are learning styles important? People who are actively engaged in the learning process will more likely achieve success. A key to getting and keeping learners involved in the learning process is to understand learning style preferences.

16 npih TA TAvisions education support models for learning styles Felder–Silverman Learning Model Herrmann Brain-Dominance Model Kolbs Learning-Style Inventory Honey & Mumfords model Barbe-Swassing model Gregorc model of mind styles Myers Briggs Personality Types

17 npih TA TAvisions education support Felder–Silverman Learning Model sensing or intuitive learners visual or verbal learners inductive or deductive learners active or reflective learners sequential or global learners

18 npih TA TAvisions education support Herrmann Brain-Dominance Model classifies learners in terms of their relative preferences for thinking in four different modes left-brain cerebral (logical thinkers) left-brain limbic (sequential thinkers) right-brain limbic (emotional thinkers) right-brain cerebral (holistic thinkers).

19 npih TA TAvisions education support Kolbs Learning-Style Inventory This classifies learners as having a preference for concrete experience or abstract conceptualization active experimentation or reflective observation.

20 npih TA TAvisions education support Honey & Mumfords Classification Developed from Kolbs model; learners are activists reflectors pragmatists theorists

21 npih TA TAvisions education support How we take in and learn information Visual learn by seeing and watching Auditory learn by listening to verbal instructions Kinesthetic learn by being physically involved Barbe-Swassing Model

22 npih TA TAvisions education support Perception - how we take in information –Concrete –Abstract Ordering - how we make sense of and use the information –Sequential –Random Gregorc model of mind styles

23 npih TA TAvisions education support Carl Jung Psychological Types 1926

24 npih TA TAvisions education support Katherine Briggs & Isabel Briggs Myers developed the Myers-Briggs Type Indicator (MBTI)

25 npih TA TAvisions education support trait theory measure how much of a particular trait or skill an individual has type theory valuable differences between people result in different preferences

26 npih TA TAvisions education support trait theory IQ 100

27 npih TA TAvisions education support trait theory exam score 0 100

28 npih TA TAvisions education support trait theory self-esteem 0 100

29 npih TA TAvisions education support trait theory happiness 0 100

30 npih TA TAvisions education support type theory MBTI preference 1preference 2

31 npih TA TAvisions education support preferences MBTI is NOT about what you are good at it is about WHAT YOU PREFER

32 npih TA TAvisions education support

33 npih TA TAvisions education support the learning process

34 npih TA TAvisions education support the learning process acquiring or taking in information

35 npih TA TAvisions education support the learning process acquiring or taking in information using information

36 npih TA TAvisions education support the learning process acquiring or taking in information using information

37 npih TA TAvisions education support the learning process acquiring or taking in information using information getting motivated or energised

38 npih TA TAvisions education support the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

39 npih TA TAvisions education support getting energised acquiring or taking in information using information getting motivated or energised your preferred environment

40 npih TA TAvisions education support getting motivated/energised extraversion

41 npih TA TAvisions education support getting motivated/energised extraversion E

42 npih TA TAvisions education support getting motivated/energised extraversion E introversion

43 npih TA TAvisions education support getting motivated/energised extraversion E introversion I

44 npih TA TAvisions education support getting motivated/energised E - I your energy source what energises you - inner world or outer world direction of focus - sources of energy how you are energised

45 npih TA TAvisions education support E I energised by outer world (of people activities, things) energised in inner world (of ideas, emotions, impressions focus on people, thingsfocus on thoughts, concepts activereflective breadth of interestdepth of interest live it, then understand itunderstand it, before live it interactionConcentration

46 npih TA TAvisions education support E I outgoinginwardly directed do-think-dothink-do-think prefer talking to writingprefer activity to take place quietly in head need to experience world to understand it, and so tend to like action don't need to experience things to understand them because the concepts and ideas can be worked out in the head talk it outthink it through

47 npih TA TAvisions education support E I extend into your environment by reaching out to others defend yourself against your environment by stepping back/avoiding others act first, think laterthink first, act later like variety and actionlike concentration and reflection prefer to talk face-to-faceprefer to use memos, , and other written forms of communication you are frequently not available because youre out and about even though youre present, others see you as difficult to read/remote or hard to know

48 npih TA TAvisions education support the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

49 npih TA TAvisions education support acquiring/taking in information acquiring or taking in information using information getting motivated or energised your preferred environment

50 npih TA TAvisions education support acquiring/taking in information sensing

51 npih TA TAvisions education support acquiring/taking in information sensingS

52 npih TA TAvisions education support acquiring/taking in information sensingS intuitive

53 npih TA TAvisions education support acquiring/taking in information sensingS intuitiveN

54 npih TA TAvisions education support acquiring/taking in information S - N how you prefer to take in information perceiving preference ways of taking in information what you pay attention to

55 npih TA TAvisions education support S N prefer taking in information through the five senses prefer taking in information through the sixth sense and noticing what might be work with known factslook for possibilities and relationships factsmeanings dataassociations

56 npih TA TAvisions education support S N detailspossibilities reality-basedhunches, speculations actualitytheoretical here and nowfuture utilityfantasy

57 npih TA TAvisions education support S N step-by-stepleap around avoid fabrications and generalities regarding things overlook details, lose focus when things are too spelled out value accuracy and precisionvalue insights and analogies relish the presentanticipate the future let the facts pile up to find the trends let imagination and ideas be their guide want to know the practical applications or results want to know additional uses or possible innovations

58 npih TA TAvisions education support the learning process acquiring or taking in information using information getting motivated or energised your preferred environment

59 npih TA TAvisions education support using information acquiring or taking in information using information getting motivated or energised your preferred environment

60 npih TA TAvisions education support using information thinking

61 npih TA TAvisions education support using information thinkingT

62 npih TA TAvisions education support using information thinkingT feeling

63 npih TA TAvisions education support using information thinkingT feelingF

64 npih TA TAvisions education support T F base decisions on objective/impersonal analysis and logic base decisions on personal values analysissympathy objectivesubjective logichumane impersonalpersonal

65 npih TA TAvisions education support T F critiqueappreciate reasonvalues criteriacircumstances firm but faircompassionate weigh the pros and conssort through your values

66 npih TA TAvisions education support T F want to be logicalwant to have a harmonious outcome seek to find the truth, influenced by objective reasoning seek to find the most important, influenced by personal information concern yourself with the underlying principles behind a decision concern yourself with the impact the decision may have on people tend toward scepticism and controversytend towards acceptance and tolerance care that flaws are discovered, sharing them with others in an effort to care for them prefer not to critique others but rather to find an appreciative comment

67 npih TA TAvisions education support the environment you prefer acquiring or taking in information using information getting motivated or energised your preferred environment

68 npih TA TAvisions education support the environment you prefer judging

69 npih TA TAvisions education support the environment you prefer judgingJ

70 npih TA TAvisions education support the environment you prefer judgingJ perceiving

71 npih TA TAvisions education support the environment you prefer judgingJ perceivingP

72 npih TA TAvisions education support J P prefer a planned, decided, ordered and organised way of life prefer a flexible, spontaneous way of life organisedpending settledflexible plannedspontaneous decisivetentative

73 npih TA TAvisions education support J P control ones lifelet life happen set goalsundaunted by surprise systematicopen to change plan your work and work your plan solve problems as they arise schedule out your time, setting dates and arrangements leave scheduling options open as long as possible

74 npih TA TAvisions education support J P make decisions quickly, putting a stop to seeking new information enjoy considering new information, putting off final decisions find surprises and interruptions an annoyance find surprises or interruptions a welcome distraction want to have things settled in advance want to face a few challenges with spontaneity focus on tasks and timetablesfocus on processes and options

75 npih TA TAvisions education support

76 npih TA TAvisions education support which best applies to you? doing what should be done a high sense of duty an inspiration to others everything has room for improvement ready to try anything once sees much but shares little performing noble service to aid society a love of problem-solving the ultimate realist you only go around once in life giving life an extra squeeze one exciting challenge after another one of lifes administrator host/hostess of the world smooth-talking persuader one of lifes natural leaders

77 npih TA TAvisions education support The sixteen personality types ISTJISFJINFJINTJ ISTPISFPINFPINTP ESTPESFPENFPENTP ESTJESFJENFJENTJ

78 npih TA TAvisions education support The sixteen personality types ISTJ doing what should be done ISFJ a high sense of duty INFJ an inspiration to others INTJ everything has room for improvement ISTP ready to try anything once ISFP sees much but shares little INFP performing noble service to aid society INTP a love of problem- solving ESTP the ultimate realist ESFP you only go around once in life ENFP giving life an extra squeeze ENTP one exciting challenge after another ESTJ one of lifes administrator ESFJ host/hostess of the world ENFJ smooth-talking persuader ENTJ one of lifes natural leaders

79 npih TA TAvisions education support this group % E64I36 S42N58 T71F29 J71P29

80 npih TA TAvisions education support 2008 group % E65I35 S53N47 T36F64 J60P40

81 npih TA TAvisions education support this group and the general population % this group gen popthis group gen pop E64 I36 S4269N5831 T7149F2951 J7156P2944

82 npih TA TAvisions education support 2008 group and the general population % this group gen popthis group gen pop E6564I3536 S5369N4731 T3649F6451 J6056P4044

83 npih TA TAvisions education support this group (and previous years) AVGE AVGE %%%%% E I S N T F J P

84 npih TA TAvisions education support Teachers: %N

85 npih TA TAvisions education support this group! (%) ENTJ 14 ENFJ 7 ESFJ 7 ESTJ 21 ENTP 7 ENFP 7 ESFP 0 ESTP 0 INTP 7 INFP 0 ISFP 7 ISTP 0 INTJ 14 INFJ 0 ISFJ 0 ISTJ 7

86 npih TA TAvisions education support this group (and previous years) % ENTJ 14(5/7/11/3) ENFJ 7(9/16/17/1 6) ESFJ 7(13/11/11/ 13) ESTJ 21(9/15/9/0) ENTP 7(5/5/4/3) ENFP 7(13/18/9/1 8) ESFP 0(9/4/7/13) ESTP 0(2/4/2/3) INTP 7(4/0/2/6) INFP 0(5/4/2/0) ISFP 7(0/0/0/0) ISTP 0(2/0/2/0) INTJ 14(2/4/0/6) INFJ 0(4/0/2/3) ISFJ 0(11/5/9/8) ISTJ 7(7/7/7/8)

87 npih TA TAvisions education support this group (and the general population %) ENTJ 14 (4) ENFJ 7 (4) ESFJ 7 (14) ESTJ 21 (15) ENTP 7 (5) ENFP 7 (8) ESFP 0 (10) ESTP 0 (7) INTP 7 (4) INFP 0 (4) ISFP 7 (5) ISTP 0 (4) INTJ 14 (3) INFJ 0 (2) ISFJ 0 (7) ISTJ 7 (7)

88 npih TA TAvisions education support

89 npih TA TAvisions education support the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

90 npih TA TAvisions education support E s prefer being in a group group work; group projects; group brainstorming talking (although they get rather fed up with too much talk from teacher!) talking before doing individual work or individual thinking

91 npih TA TAvisions education support E s prefer activities which give a chance to reconsider thoughts or possible answers or solutions relatively short, fast-moving activities/environment trial and error problem-solving (they often succeed when the principles follow the experience, e.g. when using computers, microscopes or doing maths activities)

92 npih TA TAvisions education support E s prefer learning by watching someone else do something first (modelling) (eg in science allow extraverts to try or watch an experiment before you explain it) talking to lots of other people when wrestling with a problem action and variety knowing what other people expect of them

93 npih TA TAvisions education support E s are relatively easily distracted (eg do not often concentrate best when sitting next to a window)

94 npih TA TAvisions education support I s prefer individual activities one-to-one or small group interaction, and may find larger groups difficult lectures more than extraverts not being put on the spot by too many questions which require spontaneous answers time for preparation would be helpful here (introverts are not usually the first to raise their hands)

95 npih TA TAvisions education support I s prefer pauses for thinking or reflection after being given a question, task or problem someone else modelling a course of action before they attempt it rehearsing before they speak in front of large group or give oral presentations concentrating on a few tasks at a time

96 npih TA TAvisions education support I s prefer taking their time to understand something before they try it to understand the concept before trying an experiment or problem to set their own standards

97 npih TA TAvisions education support I s can often cope with (shut out) distractions do not always express enthusiasms immediately (eg for a particular course of action) may need reassurance that it is OK for them not to be extravert

98 npih TA TAvisions education support the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

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104 npih TA TAvisions education support S s prefer to use their eyes, ears and touch to find out what's happening information and facts as well as (vague) ideas and theories (may find abstract concepts difficult or stressful) lectures or programmed learning, but only if they attract attention (straight lectures or lots of teacher talk aren't usually enough audio-visual presentations (rather than just OHP presentations)

105 npih TA TAvisions education support S s prefer solving problems through standard methods (so may have difficulty with new problems if this can't be done) skills practice work experience; community service etc hands-on activities; practical work case studies tasks which involve the use of senses (eg touch) and which are definite and measurable

106 npih TA TAvisions education support S s prefer using skills they've already learned more than learning new skills practical/concrete examples having precise step-by-step directions/ideas about what they are going to do definite measurable things facts and distrust vague ideas a reference (eg a chapter in a book which they can use as a study guide

107 npih TA TAvisions education support S s may be patient with details but impatient when details get complicated may find challenge difficult sometimes find it difficult when INTUITIVE (N) teachers present material from several different perspectives (eg in social subjects)

108 npih TA TAvisions education support N s prefer reading and listening activities paying attention to meanings of facts and how they fit together open-ended situations using imagination to come up with possibilities and new ways of doing things solving new problems, particularly those which don't have one particular solution

109 npih TA TAvisions education support N s prefer not doing things over and over again - get bored with practice activities and lose interest learning new skills rather than practising those already learned challenge and open-ended, creative activities self-paced learning group discussions which allow imagination

110 npih TA TAvisions education support N s prefer role play (particularly if the person also prefers extraversion) having new topics introduced in such a way that it encourages them to look upon them as challenges (but if you give them too many details at first they may feel overwhelmed)

111 npih TA TAvisions education support N s may be impatient with details but don't mind complicated situations dislike routine sometimes find it difficult to get down to concrete realities

112 npih TA TAvisions education support the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

113 npih TA TAvisions education support T s prefer deciding things logically lectures if logically structured being treated with justice and fair play tasks/problems with right answers praise for getting things right; they tend to value individual achievement

114 npih TA TAvisions education support T s prefer rank-ordering (eg of courses of action) to know where they stand in relation to others and can be devastated by failure feedback – and quickly - on what they've done work to be marked, and feedback given – quickly researching information and debate to be task oriented

115 npih TA TAvisions education support T s prefer programmed learning debates problem-solving activities involving collecting, organizing and evaluating data activities which involve research (e.g. library research) and allow them to share results with others

116 npih TA TAvisions education support T s sometimes hurt other people's feelings without realising it; they may pay more attention to ideas than to other people's feelings don't necessarily need harmony, and often don't mind conflict so much as other people may enjoy talking with teachers rather than peers

117 npih TA TAvisions education support F s prefer to decide according to personal feelings or values pleasing people, even in unimportant things activities involving positive feedback praise for the effort they've put in

118 npih TA TAvisions education support F s prefer taking account of other people's feelings more than ideas, and they sometimes ignore the logic harmony and get upset by conflict appreciate being known personally by the teacher knowing they're liked helping others, so may make good peer teachers (but remember prefer does not always equal good at)

119 npih TA TAvisions education support F s prefer group discussion and group decision- making and role play particularly if they also have a preference for extraversion

120 npih TA TAvisions education support F s may find it difficult to challenge others, even in a small way, because they worry about dealing with the possible (conflict) response have difficulty in accepting criticism, sarcasm, ridicule

121 npih TA TAvisions education support the learning process S acquiring or taking in information N T using information F E getting motivated or energised I J your preferred environment P

122 npih TA TAvisions education support J s prefer to have a plan, & have things settled in advance highly structured activities with clear deadlines to have clear purposes and instructions things to turn out the way they ought to be to finish one project before they start another, so may like to try out courses of action one at a time

123 npih TA TAvisions education support J s prefer to decide things fairly quickly to be right to live by schedules which are not easily changed

124 npih TA TAvisions education support J s prefer to be told in advance of any changes in procedures or schedules (e.g. if there is to be a substitute teacher or a change in schedule such as an assembly) and make sure they know for how long to have a course outline so that they know the topics which will be covered during a term/course/year

125 npih TA TAvisions education support J s may find it difficult to cope with too many unfinished projects - implications for Standard Grade assignments here?

126 npih TA TAvisions education support P s prefer to be flexible & not have plans which are too fixed, so find target setting and action planning rather a problem (Not profiling again, they might say!) flexible tasks which can be approached in different ways unplanned and unexpected happenings

127 npih TA TAvisions education support P s prefer to start lots of projects, but have trouble finishing them all (so may like to try out lots of courses of action at once at not complete them properly) to decide things fairly slowly to miss nothing to live by making changes to deal with problems as they arise discussions which do not lead to preconceived conclusions

128 npih TA TAvisions education support P s may find games helpful in learning concepts often find sitting at a desk for long periods of time boring, and can distract others by their activity during quiet times if they aren't allowed the chance to move around at some time (remember that PERCEIVING pupils often act spontaneously!)

129 npih TA TAvisions education support P s often enjoy long discussions which do not lead to preconceived conclusions may need help in completing assignments on time can sometimes be helped to develop plans for their work by working backwards from deadlines

130 npih TA TAvisions education support P s BE CAREFUL… …not to interpret their off-task behaviour as confrontation with the teacher they often just like having fun and enjoying life, and have a good sense of humour which can be harnessed in the classroom

131 npih TA TAvisions education support contact details Terry Ashton Website on Determined to Succeed (Enterprise in Education)

132 npih TA TAvisions education support course materials guidance/downloads

133 npih TA TAvisions education support

134 npih TA TAvisions education supportindex styles: using information styles: your environment learning T Learning preferences F learning preferences contact details styles: being energized styles: acquiring information S learning preferences N learning preferences the learning process description of styles E learning preferences I learning preferences J learning preferences P learning preferences

135 npih TA TAvisions education support


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