Presentation is loading. Please wait.

Presentation is loading. Please wait.

Chapter 2: Understanding 21st Century Learners By: Valerie Peacock and Calli Moniodis EDUC 447 Fall 2013.

Similar presentations

Presentation on theme: "Chapter 2: Understanding 21st Century Learners By: Valerie Peacock and Calli Moniodis EDUC 447 Fall 2013."— Presentation transcript:

1 Chapter 2: Understanding 21st Century Learners By: Valerie Peacock and Calli Moniodis EDUC 447 Fall 2013

2 Characteristics of 21st Century Learners Multiple Intelligences Perceptual Preferences and Strengths Information Processing Habits Physiological Factors Learning Style Measurements

3 Multiple Intelligence Who designed the concept of Multiple Intelligence? Howard Gardner

4 What are the Multiple Intelligences? Verbal/Linguistic language Logical/Mathematical scientific/quantitative Visual/Spatial imagining objects in space/navigating Musical/Rhythmic listening/movement Bodily/Kinesthetic dancing/athletics

5 Multiple Intelligences, cont. Interpersonal understanding other people Intrapersonal understanding oneself Naturalist relating to one’s surroundings Existentialist ability to reflect

6 Multiple Intelligences and Technology/Media Effective teachers need to teach to different types of intelligences. This can be done by using technology to make graphics (visual/spatial) and writing/typing activities (verbal/linguistic), playing videos/songs (musical/rhythmic), and more. Can you think of an example of how you would use technology/media to teach an intelligence?

7 Perceptual Preferences and Strengths The way a child likes to learn is not always the same as the way he/she is used to learning. An example of this is that most children do not prefer to learn through listening, but this is one of the most common teaching techniques.

8 Information Processing Habits What are they? learning habits and styles that teachers use to group students based on concrete versus abstract learning, and random versus sequential learning

9 Possible Combinations of Information Processing 1) Concrete & Sequential: prefer direct, hands-on learning experiences that are presented in a logical order; use workbooks, computer-based instruction, demonstrations, and structured lab exercises 2) Concrete & Random: prefer trial and error approach; use games, simulations, independent study projects, and discovery learning

10 Combinations of Information Processing, cont. 3) Abstract & Sequential: prefer to decode verbal and symbolic messages presented in logical order; have students read and listen to presentations 4) Abstract & Random: identified by capacity to extract meaning from human-mediated presentations; respond well to tone and style of speakers; use group discussions, lectures with question/answer sessions, and mediated experiences such as interactive dvds

11 Physiological Factors Gender There are other factors besides learning styles to consider when teaching: Health Environment Mental Condition s example: boys tend to be more competitive and aggressive than girls, and therefore learn better with competitive games while girls prefer student engagement activities like sharing and discussions If basic needs- hunger, temperature, noise lighting, etc.- are not met, children cannot successfully learn (Maslow’s Hierarchy of Needs) Maslow’s Hierarchy of Needs

12 Learning Style Measurements Dunn & Dunn created a guide for discovering an individual student’s preferences and learning styles This chart can be used to come up with general adaptations for different types of learners

13 Learning Theories Cognitivism Behaviorism Constructivism Social Pyschology

14 Behaviorist Perspective ❖ B.F. Skinner ❖ reinforcement and rewards shape behavior ❖ foundation for computer-assisted instruction ❖ based solely on observable behaviors ❖ more applicable to simple learning tasks ❖ limited relevance to higher-level learning

15 Cognitive Perspective ❖ Jean Piaget ❖ explores mental processes individuals use in responding to environment ❖ cognitivists create mental model of long term and short term memory ❖ learners combine information and skills in long term memory to develop cognitive strategies for dealing with complex tasks

16 Constructivist Perspective ❖ considers the engagement of students in meaningful experiences ❖ learners create their own interpretations of the world of information ❖ provide students with ways to assemble knowledge ❖ students are engaged in authentic tasks that relate to meaningful contexts “learning by doing”

17 Social Psychology Perspective ❖ how social organization of classroom affects learning ❖ group structure (independent, small) ❖ cooperative learning ❖ techniques of incorporating small-group collaboration, learner-controlled instruction, and rewards based on group achievement into instruction

18 Information and Instruction Information is... knowledge, facts, news, comments, and content. Instruction is… any intentional effort to stimulate learning by the deliberate arrangement of experiences.

19 Effective Instruction Principles: ❖ Assess prior knowledge gather information about knowledge ❖ Consider individual differences multiple learning needs of students ❖ State objectives standards/outcomes: what we will learn ❖ Develop metacognitive skills monitoring, evaluating, and adjusting

20 Effective Instruction Principles: ❖ Provide social interaction collaborating with classmates ❖ Incorporate realistic contexts applying knowledge to real-world context ❖ Engage students in relevant practice skills that build toward the desired outcome ❖ Offer frequent, timely, and constructive feedback misconceptions and improving strategies

21 Effective Technology Utilization Teachers expected to be effective in use of technology National Education Technology Standards for Students (NETS-S) Technology Literacy Skills: Creativity and InnovationDigital Citizenship Communication/CollaborationTechnology Operations Critical Thinking, Problemand Concepts Solving, and Decision Making

22 Effective Media Utilization Media literacy skills are needed to access sources, understand and analyze the content, and create new media messages Examples: text, television, and video Provide opportunities for students to explore how to use media resources to communicate knowledge

23 Effective Text Utilization Text Literacy: the ability to use text as a means to gather information or to communicate -reading:gather information from text -writing: generating text Advantages: AvailabilityPortability Economical Flexibility User friendly

24 Effective Text Utilization Limitations: Reading levelVocabulary MemorizationCurriculum determination One-way presentationCursory appraisal Integration: Presenting Information Font choice Arrangement Background and patternsCheck and revise

25 Terms to Know ❖ Multiple Intelligences and what they mean (visual/spatial, logical/mathematical, visual/spatial, musical/rhythmic, bodily/kinesthetic, interpersonal, intrapersonal, naturalist, existentialist) ❖ Information Processing habits: mind styles that are used to group learners (abstract versus concrete and random versus sequential) ❖ Physiological Factors: gender, health, mental condition, environment ❖ Dunn & Dunn learning style measurement ❖ Behaviorism: B.F. Skinner; learning is based on rewards and reinforcement; not very applicable to high-level learning ❖ Cognitivist Perspective: Jean Piaget; focuses on mental processes used and converting information from short-term to long-term memory ❖ Constructivist Perspective: engaging students in meaningful experiences; learners create own interpretations of information; authentic tasks ❖ Social Psychology Perspective: how organization of classroom affects learning; group structure; collaboration techniques ❖ Information versus Instruction ❖ Principles for effective instruction

Download ppt "Chapter 2: Understanding 21st Century Learners By: Valerie Peacock and Calli Moniodis EDUC 447 Fall 2013."

Similar presentations

Ads by Google