Diverse learners by Sajjad Awan PhD Scholar


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Diverse learners by Sajjad Awan PhD Scholar

  2. 2. Introduction Learning styles affect everyone. It is important to study the different ways in which students process and receive information in order to effectively teach all children. The three most commonly referenced categories of learning styles are visual, audio and kinesthetic. This presentation will discuss ways by which teachers can identify children with specific learning styles. It will also provide information on teaching methods best suited to reach children in each category of learners. SAJJAD AWAN PhD SCHOLAR
  3. 3. Overview • Learning Styles • Visual Learners – Identifying – Teaching Methods • Audio Learners – Identifying – Teaching Methods • Kinesthetic Learners – Identifying – Teaching Methods • Classroom Ideas – Bulletin Board • Websites • Print Resources • References • Conclusion SAJJAD AWAN PhD SCHOLAR
  4. 4. Learning Styles • Visual – learn best by seeing • Auditory – learn best by hearing • Kinesthetic – learn best by doing SAJJAD AWAN PhD SCHOLAR
  5. 5. Identifying Visual Learners • likes to look at books and pictures - stays with a book, not just manipulating books on and off the shelves • loves to look at orderly things - demands neat surroundings • can find what others have lost and remembers where they have seen things • sees details - how you dress, if your slip is showing, errors in typing • can find a page in a book or workbook readily - may have it half done before the others start • can't get directions orally (if the child is timid, will copy from others rather than ask for more directions) • likes to work puzzles • probably will be able to make good pictures - at least ones with good balance • can set the table correctly and remembers where the dishes belong in the cupboard • may have a speech problem • may watch teacher's face intently • rarely talks in class or responds in as few words as possible SAJJAD AWAN PhD SCHOLAR
  6. 6. Teaching Methods for Visual Learners: • Include diagrams, mind maps, word webs, visuals, and other forms of graphic organizers. • Teach students to use highlighters when going through their notes. • Teach students to create flashcards when studying for tests and learning information. • Try not to give only oral instructions before requiring students to complete an assignment. • Stay away from lecture without accompanying notes and/or visuals. SAJJAD AWAN PhD SCHOLAR
  7. 7. Identifying Auditory Learners • never stops talking • tells jokes and tries to be funny • can win spelling bee if taught "say-spell-say" method • is a good story teller - they get taller and taller • has poor handwriting, a history of reversals • can remember what is said to him and repeat it accurately • makes a good boss • likes records, folk dances, rhythmic activities • has ten excuses for everything • knows all the words to all the songs • can memorize easily • has a poor performance on group intelligence tests • seems brighter than group tests reveal • has poor perception of time and spaceSAJJAD AWAN PhD SCHOLAR
  8. 8. Teaching Methods for Auditory Learners• Provide students with oral along with written instructions for assignments. • Include whole group discussion in your class. • Provide students with videos to complement the written text. • Allow time for students to read out loud or talk through problems they might be having. • Provide breaks from silent reading periods. Also, realize that those who are strong in auditory learning typically take longer to read a passage. SAJJAD AWAN PhD SCHOLAR
  9. 9. Identifying Kinesthetic Learners• move all the time • touch and feel everything, rubs hands on walls, hallways, door frames as he moves • thumps buddies • can take an item apart and put it back together • enjoys doing things with his hands • is well coordinated, good at sports • frequently uses fists • may make paper airplanes • needs to use concrete objects as learning aids • cannot rote count or sequence material without aids • has difficulty establishing one-to-one relationships in number values • after age 6.5 is generally classed as an underachiever • often described as a child who can't keep his hands to himself • needs to explore his environment more than average for this age • is often considered hyperactive SAJJAD AWAN PhD SCHOLAR
  10. 10. Teaching Methods for Kinesthetic Learners• Vary instruction not only from day-to-day but also within a single class period. • Provide students with as many opportunities as your curriculum warrants to complete hands-on work. • Allow students to role-play to gain further understanding of key concepts. • Provide students with the opportunity to work in small discussion groups as they study materials. • If possible, plan a field trip that can help reinforce key concepts. • Allow students to stretch partially through the class if they seem to become restless. SAJJAD AWAN PhD SCHOLAR
  11. 11. Classroom Ideas SAJJAD AWAN PhD SCHOLAR
  12. 12. Graphs or actual test results could also be displayed. Good for use at beginning of school year! Learning Style Bulletin Board Have students complete learning style test SAJJAD AWAN PhD SCHOLAR
  13. 13. Websites •http://www.educ.uvic.ca/epls/faculty/rowles/301.htm Discusses various types of learners; identification and teaching methods. •http://712educators.about.com/od/learningstyles/Learning_Styles.htm Website with links to multiple sites on learning styles •http://www.dyslexia-parent.com/mag30.html Dyslexia website with article on multi-sensory learning •http://www.housing.sc.edu/rsl/pdf/ASR/MultisensoryLearningstrategies.pdf Wonderful site with multi-sensory learning strategies •http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int /index.htm Online learning style test SAJJAD AWAN PhD SCHOLAR
  14. 14. Printed Materials • Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose & Anne Meyer ASCD, 2002 Useful for teachers. Address’ the use of technology and discusses it’s ability to meet all learning styles. • Leap Frog books/system Useful for students. Meets multi-sensory needs. • Multi-sensory Environments Pagliono Lighting Source , 1999 Useful for teachers, especially those in spec. ed. Aides in creating a multi-sensory environment. • Multi-sensory Teaching of Basic Language Skills Suzanne Carreker & Dr. Judith R. Birsh Wonderful for teachers. Offers strategies and techniques along with sound information on the concept and effectiveness of multi-sensory teaching. SAJJAD AWAN PhD SCHOLAR
  15. 15. References • Rowles. (date unknown) Retrieved October 4, 2007 from University of Victoria UVic Faculties & Programs Website: http://www.educ.uvic.ca/epls/faculty/rowles/301.htm • Kelley, M. (2007) Learning Styles Retrieved October 7, 2007 from About.com Website: http://712educators.about.com/od/learningstyles/Learning_Styles. htm • Birsch, Judith R. Phd, Carreker, Suzanne (2005) Multi-sensory Teaching of Basic Language Skills. Paul Brookes Publishing SAJJAD AWAN PhD SCHOLAR
  16. 16. Conclusion Teaching is a profession that has come a long way in over the years. We now understand that classrooms and methods are not one size fits all. It is important that we teach to reach all students. Teachers must incorporate multiple techniques while teaching all lessons and standards. Creating a classroom using multi-sensory teaching techniques will address the needs of all learners. Computers are a wonderful tool because they meet the needs of audio, visual and kinesthetic learners. SAJJAD AWAN PhD SCHOLAR