1. ERPD 6 NOVEMBER 2013 DIFFERENTIATION BY LEARNING STYLE

2. LEARNING STYLES Auditory Often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said.

3. LEARNING STYLES Visual Have two sub-channels— linguistic and spatial. Visual-linguistic learners like to learn through written language, such as reading and writing tasks. Remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Visual-spatial learners usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings.

4. LEARNING STYLES Kinesthetic Do best while touching and moving. It also has two sub-channels: kinesthetic (movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use color high lighters and take notes by drawing pictures, diagrams, or doodling.

5. WHICH ARE YOU? What kind of learner do you THINK you are? Write this on your paper Take this learning style assessment to see which kind of learner you are! Write this on your paper http://sunburst.usd.edu/~bwjames/tut/learning- style/stylest.html http://sunburst.usd.edu/~bwjames/tut/learning- style/stylest.html

6. VISUAL LEARNERS Take numerous detailed notes Tend to sit in the front Are usually neat and clean Find something to watch if they are bored Like to see what they are learning Benefit from illustrations and presentations that use color Are attracted to written or spoken language rich in imagery Prefer stimuli to be isolated from auditory and kinesthetic distraction

7. VISUAL LEARNERS Have a sharp, clear picture of an experience Do you make pictures in your head? Do you have visual images in your head as you are talking and listening to me? Can you see what I am saying? How do you see the situation? What do you see stopping you? This looks good. Do you see what I am showing you?

8. HOW TO TEACH VISUAL LEARNERS Use graphs, charts, illustrations, or other visual aids. Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes. Include plenty of content in handouts to reread after the learning session. Leave white space in handouts for note-taking. Invite questions to help them stay alert in auditory environments. Post flip charts to show what will come and what has been presented.

9. HOW TO TEACH VISUAL LEARNERS Emphasize key points to cue when to takes notes. Eliminate potential distractions. Supplement textual information with illustrations whenever possible. Have them draw pictures in the margins. Have the learners envision the topic or have them act out the subject matter.

10. AUDITORY LEARNERS Sit where they can hear but needn't pay attention to what is happening in front May not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why Hum or talk to themselves or others when bored Acquire knowledge by reading aloud Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

11. AUDITORY LEARNERS Identify sounds related to an experience I hear you clearly Want you to listen... This sounds good How do you hear this situation going? What do you hear that is stopping you? Sounds heavy.

12. HOW TO TEACH AUDITORY LEARNERS Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of “tell them what they are going to lean, teach them, and tell them what they have learned.” Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with you own expertise.

13. HOW TO TEACH AUDITORY LEARNERS Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of time to debrief activities. This allows them to make connections of what they learned and how it applies to their situation. Have the learners verbalize the questions. Develop an internal dialogue between yourself and the learners.

14. KINESTHETIC LEARNERS Need to be active and take frequent breaks Speak with their hands and with gestures Remember what was done, but have difficulty recalling what was said or seen Find reasons to tinker or move when bored Activities such as cooking, construction, engineering and art help them perceive and learn Enjoy field trips and tasks that involve manipulating materials Are uncomfortable in classrooms where they lack opportunities for hands-on experience Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

15. KINESTHETIC LEARNERS Develop a strong feeling towards an experience Do you feel what you are saying? Are you in touch with what I am saying? How do you feel about this situation? I'm getting a handle on this material. Let's move together. Does what I am putting you in touch with feel right? Sounds heavy.

16. HOW TO TEACH KINESTHETIC LEARNERS Use activities that get the learners up and moving. Play music, when appropriate, during activities. Use colored markers to emphasize key points on flip charts or white boards. We have these in the library Give frequent stretch breaks (brain breaks). Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands.

17. HOW TO TEACH KINESTHETIC LEARNERS To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue). Provide high lighters, colored pens and/or pencils. Guide learners through a visualization of complex tasks. Have them transfer information from the text to another medium such as a keyboard or a tablet.

18. MY PROJECT Handout Scientific Method activity

19. RESOURCES Digital Resources https://docs.google.com/a/iss.k12.nc.us/spreadsheet/ccc? key=0ApmUUsTjSFzKdEYwLXhEdDRLcUJqSWM5ZDNBWnU4W Hc&usp=drive_web#gid=2 https://docs.google.com/a/iss.k12.nc.us/spreadsheet/ccc? key=0ApmUUsTjSFzKdEYwLXhEdDRLcUJqSWM5ZDNBWnU4W Hc&usp=drive_web#gid=2 Books Understanding by Design –Jay McTighe and Grant Wiggins Differentiated Instructional Strategies 2 nd Edition. -Gayle H. Gregory and Carolyn Chapman Great Performances 2 nd edition. –Larry Lewin and Betty Jean Shoemaker Research Based Strategies-Narrowing the Achievement Gap for Under Resourced Students- Ruby K. Payne