1. Learning Styles and Mathematics Presented by: Sarah Cobbett

2. Perceptual Modality Personality Information Processing There are 3 Learning Style Models.

3. Agenda Warm-Up Identify Your Math Style Four Corners Perceptual Modality Model VARK Internet/Paper Survey Group Sharing Information Processing Model ILS Carousel Brainstorming Personality Model MI Tic Tac Toe Reflection

4. Respect How Each Student Learns “The challenge is to reach more children more effectively. To do this, we need to create a vision for learning that makes every child feel included” (A Guide to Effective Instruction in Mathematics K-6, 2006, Vol.1, p. 34)

5. Learning Styles

6. Determining a Student’s Learning Style Observation of problem solving strategies or interactions with other students Interviews Completing a Learning Style Questionnaire VARK Younger Student's Questionnaire

7. Four Corners Silver, Strong and Associates' research

8. BIG QUESTIONS: 1.How does your math style affect your students? 2.Find the style that is clockwise to your group, and discuss three strategies you could use to suit their needs.

9. Perceptual Modality Models Biologically-based reactions to the physical environment. The primary way our body takes in information such as auditory, visual, smell, kinesthetic, and tactile. VARK

10. VARK – Learning Preferences http://www.vark-learn.com/english/page.asp?p=questionnaire http://www.vark-learn.com/english/page.asp?p=younger VARK Visual Aural/ Auditory Read/WriteKinesthetic

11. Any surprises? Discuss with a partner. Take a look at the study strategies specific to the VARK learning styles around the room. They are also on CHATT.

12. Information Processing Models Distinguishes between the way we think, solve problems, and remember information This may be thought of as the way our brain processes information KOLB – Learning Style Inventory MBTI - Myers Briggs Type Indicator ILS – Index of learning styles Formulated by Richard M. Felder and Linda K. Silverman http://www.engr.ncsu.edu/learningstyles/ilsweb.html

13. Index of Learning Styles Formulated by Richard M. Felder and Linda K. Silverman http://www.engr.ncsu.edu/learningstyles/ilsweb.html “Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts.” http://www.ncsu.edu/felder-public/Learning_Styles.html http://www.ncsu.edu/felder-public/Learning_Styles.html

14. Active Learn best by doing Like group work Reflective Think about it first Prefer working alone Sensing Like to learn facts Like solving problems by well- established methods Like details and memorizing facts Like doing hands-on work Intuitive Like to discover possibilities and relationships Like innovation and new ideas/concepts Like a challenge Visual Remember best what they see List some strategies that you can use to address this learning style Verbal Retain information if it is written and/or spoken List some strategies that you can use to address this learning style Sequential Gain understanding in linear steps Like to follow logical steps when problem solving Global Learn in large jumps, can absorb information in a random order Are able to solve complex problems but will have great difficulty explaining how they got the answer

16. Results Results for: ???????? ACT X REF 11 9 7 5 3 1 1 3 5 7 9 11 SEN X INT 11 9 7 5 3 1 1 3 5 7 9 11 VIS X VRB 11 9 7 5 3 1 1 3 5 7 9 11 SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11 How to help? http://www.ncsu.edu/felder-public/ILSdir/styles.htmhttp://www.ncsu.edu/felder-public/ILSdir/styles.htm

17. Personality Models The way we interact with our surroundings Our preferred, consistent, distinct way of perceiving, organizing, and retaining information Due to our individual nature and nurture Multiple Intelligences

18. Howard Gardner Children have unique cognitive profiles Each has varying levels of the 8 intelligences

19. Tic Tac Toe Make A Poster Create a poster to show a special event from Medieval Times. Include a detailed picture and summary about the event. Make sure your poster is original, creative and colourful. Musical Magic Write a rap, song, a ballad or a poem Medieval Times. Perform your rap, song, ballad or poem for the class with or without musical accompaniment. Funny Papers Make a comic strip about Medieval Times. Include a title frame and a lot of details to tell what is happening. Board Game Make a board game using vocabulary, information and people from Medieval Times. Be sure to include a set of instructions for your game that tell the rules and the goal. Make game pieces and cards A Letter to the Past Write 2 letters to a person from Medieval times. A person from the village and a person from the castle. Tell him/her how similar and how different your life is to his/hers. Ask questions and offer your opinions about what you think life must be like for them. Castle Construction With a partner construct a Medieval castle using recycled materials. You will need to research the important features of a Medieval castle, and present your castle to the class. Dress ‘n’ Guess Come to class dressed as a person from Medieval Times. Tell the class your version of what life is like for you. Act like the person and answer any questions that the class may have about you and your life. Mystery Box Game Cover a shoe box with construction paper and colour large question marks all over the box. Fill your box with 5 objects related to Medieval Times. Write a description about each of the objects you include in your box. Allow the class to ask yes or no questions about the objects. When someone correctly guesses the object, he/she will have to explain how that object is related to Medieval Times. Military Power Warfare was common in Medieval Times. Find out about the types of weapons that were used in battle and wars during this time period. Make two of these weapons using recycled materials, and be prepared to share with the class what you’ve learned.

20. 1 – Recorder 2 – Encourager/Time Keeper 3 – Spy (Can leave 2 times for a total of 2 minutes) 4 – Materials Manager (If needed) Social Goal: Be Mutually Respectful Learning Goal: Use MI knowledge to create math activities

21. Teacher’s who understand student’s learning styles: Develop activities which appeal to many learning styles and intelligences Make use of co-operative learning Pose mathematical problems with a range of entry points Teach problem solving strategies Provide time for reflection DIFFERENTIATE learning based on student need

22. Equity... means a classroom in which each child is included and affirmed as an individual and in which access to mathematical competencies valued by the culture is provided to all children... Equity means balancing the needs of various individuals and trying to organize socially to maximize the learning of all. Fuson et al., 2000)

23. Differentiating Instruction Is a teacher’s response to a child’s learning needs. According to student’s Adapted from: Education for All, 2005

24. Reflect Revisit the item you chose to represent you at the beginning of today Reflect on what you have learned about yourself as a teacher and your students as learners Would you like to change your item? Would you describe yourself differently now?