1. ETP220 Learning Strategies
Week 2

2. Session Overview Learning Strategies
Planning using different strategies
Practical activities
Benefits for students and teachers
Homework - Reflection on this week’s readings

3. Ways of learning overview
8 Aboriginal Ways of Learning
Gardner’s Multiple Intelligences
Bloom’s Taxonomy of the Cognitive Domain
De Bono’s 6 Thinking Hats

4. 8 Aboriginal Ways of Learning
How we learn - culture way
1. We connect through the stories we share.
2. We picture our pathways of knowledge.
3. We see, think, act, make and share without words.
4. We keep and share knowledge with art and objects.
5. We work with lessons from land and nature.
6. We put different ideas together and create new knowledge.
7. We work from wholes to parts, watching and then doing.
8. We bring new knowledge home to help our mob.
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A fact sheet is available at:

5. 8 Aboriginal Ways of Learning cont.

6. Multiple Intelligences
Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in The theory challenged traditional beliefs in the fields of education and cognitive science. Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity that can be easily measured by short-answer tests -- MI reconsiders our educational practice of the last century and provides an alternative.
According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints.
Gardner’s “theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to 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. Where individuals differ is in the strength of these intelligences”.

7. Multiple Intelligences cont.

8. Bloom’s Taxonomy of the Cognitive Domain
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level.
Original classification
Revised classification

9. Bloom’s Taxonomy of the Cognitive Domain cont.
Consider the list of verbs when planning tasks and assessments to make explicit yourself and the students the critical thinking skills you are assessing.

10. De Bono’s 6 Thinking Hats
Dr. Edward de Bono is the world's leading authority on conceptual thinking as the driver of organizational innovation, strategic leadership, individual creativity, and problem solving. Since 1970 his exclusive tools and methods have brought astonishing results to organizations large and small worldwide and to individuals from a wide range of cultures, educational backgrounds, occupations, and age groups. Dr. de Bono delivers the advanced training solutions that are greatly needed for success in these challenging times.
The notion of six thinking hats comes from Edward De Bono. It is a simple and effective system that increases productivity. There are six metaphorical hats and each defines a certain type of thinking. You can put on or take off one of these hats to indicate the type of thinking you are using. This putting on and taking off is essential, because it allows you to switch from one type of thinking to another. When done in a group, everybody should wear the same hat at the same time. The principle behind the 'Six Thinking Hats' is parallel thinking which ensures that all the people in a meeting are focused on and thinking about the same subject at the same time. In this system, thinking is divided into six categories with each category identified with its own coloured metaphorical 'thinking hat'. Organisations that use the 'Six Thinking Hats' system report that their teams are more productive and in general "happier and healthier".
Teacher resource:

11. DeBono’s 6TH cont.

12. Planning
Developing cultural competence through planning with the 8 Aboriginal Ways of Learning.
Multiple Intelligences and Bloom’s Taxonomy Matrix
Creating critical inquiries using the 6 Thinking Hats

13. Using the 8AWoL
TASK: Read the following assessment task and reflect on how you could incorporate the 8 Aboriginal Ways of Learning to benefit all students.
Students will listen to and read texts on the theme of celebrations and demonstrate their understanding of celebrations in their community by producing a poster or contributing pages for a factual picture book. The poster might also form part of a class experience poster book, and both it and the class picture book could be available for families to borrow and share. Teachers should choose one form to be the focus of the task.
The success criteria for the completed assessment task are:
content and understanding of relevant concepts
an ability to plan and organise the poster or the page of the factual text
control of language to communicate effectively, including spelling and handwriting skills.

14. Planning with MI & ToCD Verbal Linguistic Mathematical Logical Musical
Visual Spatial
Bodily Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Existential
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

15. De Bono’s 6TH activity
TASK: Look at the example assessment task below and choose 1 advertisement (next slide) Have the students apply the principles of the 6 thinking hats in their review of the advertisement.
Students will identify and discuss the appeals and persuasive strategies used in a number of print advertisements before designing their own advertisement concept for a magazine or newspaper. They will then present their concept orally to a group or the class and explain the persuasive strategies they have used.
The success criteria for the completed assessment task are:
an ability to develop a concept design of an advertisement for an audience
an awareness of the target audience
relevant and appropriate content in the oral presentation
an ability to structure an oral presentation
effective skills of oral presentation.
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16. Example Advertisement
Blue = process Green = creativity White = facts Black = cautions Red = feelings Yellow = benefits

17. Benefits for students and teachers
Creates a more dynamic and more supportive classroom.
Encourages student engagement and leadership in learning.
Develops critical and creative thinking skills for life long learning.
Encourages rigorous discussion without the need for students to feel vulnerable.
Acknowledges student and teacher’s strengths and provides for them.
Incorporates many other ways of teaching (inquiry, collaborative work etc.).
Develops positive and confident working relationships between students and with their teachers.

18. Session Review Learning Strategies Planning using different strategies
Practical activities
Benefits for students and teachers

19. Homework
Read the following pages in Killen and contribute to the discussion board by answering the following questions:
What is the benefit of planning lessons and tasks using the 4 teaching strategies and planning formats discussed in the lecture? (Please reflect on connections between outcomes based education and each of the 4 learning strategies.)
How has your learning influenced the way you will plan for your teaching in your upcoming practicum?

20. Bibliography
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