JSP

 Analyse the influences of recent studies regarding issues such as “intelligences” and “differentiated instruction”.  Apply these researches to CLIL lessons. JSP

 Listening  Debate  Teacher’s speech on topic  Writing JSP

 Listen to this clip about Learning styles.  Classroom Secrets Learning about Learning Styles.wmv Classroom Secrets Learning about Learning Styles.wmv  Take notes JSP

 Which is your learning style?  Do you teach the way you learn?  What consequences may it imply for your students?  Do all the students learn the same way? JSP

 Alfred Binet: differentiate “uneducable” students from the other students. Intelligence test What is intelligence? JSP

 Two schools of thought:  One general intelligence: there is one factor from which all intelligence is derived.  Multiple intelligences: there are different kinds of intelligence.  General consensus: “Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought” (Neisser et al., 1996) JSP

 One lesson is taught to the entire class while meeting the individual needs of each child.  “Educators can meet all individual student needs and help every student meet and exceed established standards” (Levy, 2008)  Key: find out how our students learn JSP

 Factors affecting students:  Abilities  Experiences  Needs  Learning style  Language proficiency  Background knowledge  Readiness to learn  Teachers need “sufficient appropriate knowledge of the pupils plus the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximize their learning, whatever their individual situation” (K. Bigo) JSP

 Students learn best when they make connections between the curriculum and their diverse interests and experiences.  The greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance.  “Ensuring that what a student learns, how he/she learns, and how he/she demonstrates what he/she has learned is a match for that student’s readiness level, interests and preferred mode of learning” JSP

 Vigotsky: individuals learn best in accordance with their readiness to do so.  Bruner: when interest is tapped, learning is more likely to be rewarding and the student becomes more autonomous.  Gardner: schools should offer individual- centered education. JSP

 “Students possess different kinds of minds and therefore learn, remember, perform and understand in different ways”  “We know the world through language, logical- mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves” JSP

 Educational system: eneryone can learn the same materials in the same way.  Instruction and assessment biased toward linguistic modes and towards logical- quantitative modes.  Contrast between Gardner’s theory and educational system. JSP

Learning styleFeaturesTeachingTools Visual-spatialPhysical space, Environments. Drawings, verbal and physical imagery Models, graphics, charts, photos, drawings, 3-D modelling, multimedia Bodily-kinestheticUse of the body, movement, touching Physical activity, hands- on, acting out, role playing Equipment, real objects MusicalSensitivity to rythm and sounds Speaking rythmically, tapping out time Musical instruments, radio, CD-ROM, multimedia InterpersonalUnderstanding, interacting with others Group activities, seminars, dialogues Writing, conferencing, attention from the instructor IntrapersonalWisdom, intuition, motivation, confidence, opinions, strong will Independent study and instrospection Books, creative materials, privacy, time. LinguisticUse words effectively, auditory skills See words, read books together Computers, games, multimediia, lecture Logical-mathematicalThink conceptually, abstractly, reasoning and calculating Logic games, investigations, mysteries Puzzles, experiments

 Constructivist learning theories  Learning styles  Brain development  Learner readiness  Motivation  Engagement  Academic growth JSP

 Teachers have to:  tailor their instructions and adjust the curriculum to students’ needs.  provide students with different avenues to acquiring content.  develop teaching materials to learn effectively.  Provide appropriate levels of challenge for all students (lag behind, advanced, middle)  Teachers don’t:  Develop a separate lesson plan for each student in the classroom  Water down the curriculum for some students JSP

 Get to know your students: level, learning styles, and interests.  Identify areas of your curriculum that could be adapted  Examine your role as teacher: diversify instructional methods, facilitate time, space and materials, identify different methods of assessment. JSP

 Pre-assessment  Content differentiation: Bloom’s taxonomy  Process differentiation: methods, groupings, layered curriculum  Product differentiation: afford students different ways of demonstrating what they have learned JSP

 Learner-responsive  Teacher-facilitated  Variety of assessment strategies  Balanced teacher-assigned and student- selected projects  Variety of learning styles  Interactive assessment JSP

 Definite aim for all students  Variety of teacher techniques  Considers student learning styles  Involves all students  Some students may need adjusted expectations  Diversity in assessment methods  Different methods are of equal value  Students evaluation based on individual differences JSP

 Differentiated instruction:  Encourages inclusion of all students  Addresses different learning styles  Allows teachers to reach all of the students some of the time  Allows for diversity among students  Fosters socal relations and self-steem  Meets social, emotional and academic needs. JSP

 Reflect on the way you teach and learn. JSP

THANK YOU JSP