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A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers
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A is for think alouds b is for (fill-in) the blanks of a mindmap and c is for clickers

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PP presentation by Michael Hunter Schwartz & Robin Boyle

PP presentation by Michael Hunter Schwartz & Robin Boyle

Published in: Education
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  1. A is for Think-Alouds, B is for (Fill-in) the Blanks of a Mindmap, and C is for Clickers Professors Danton A. Berube, Robin Boyle Laisure, and Michael Hunter Schwartz
  2. Overview of Session <ul><li>Learning Styles in a Nutshell </li></ul><ul><li>Specific Techniques Aimed at Learning Styles </li></ul><ul><ul><ul><li>Think-Alouds </li></ul></ul></ul><ul><ul><ul><li>Mindmaps </li></ul></ul></ul><ul><ul><ul><li>Clickers </li></ul></ul></ul><ul><li>Assessment of Clickers as an Instructional Tool </li></ul>
  3. <ul><li>Learning Styles in a Nutshell </li></ul><ul><li>What do you know about learning styles? </li></ul>
  4. <ul><li>True or false – “Learning styles” are the ways in which individuals begin to concentrate on, process, internalize, and remember new and difficult academic information or skills. </li></ul>
  5. <ul><li>Learning Styles Mini-Inventory Question 1 </li></ul><ul><li>I concentrate best in quiet surroundings with no sound or people talking. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  6. <ul><li>Learning Styles Mini-Inventory Question 2 </li></ul><ul><li>Early morning is my most productive time to work on difficult tasks. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  7. <ul><li>Learning Styles Mini-Inventory Question 3 </li></ul><ul><li>I concentrate best when the lights are not bright. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  8. <ul><li>Learning Styles Mini-Inventory Question 4 </li></ul><ul><li>When learning, I remember best when I take notes. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  9. <ul><li>Learning Styles Mini-Inventory Question 5 </li></ul><ul><li>When learning, I remember best when I see words rather than charts and graphs. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  10. <ul><li>Learning Styles Mini-Inventory Question 6 </li></ul><ul><li>I prefer to work on complex projects without help from my superior/professor. </li></ul><ul><ul><li>Strongly disagree </li></ul></ul><ul><ul><li>Disagree </li></ul></ul><ul><ul><li>Neither agree nor disagree </li></ul></ul><ul><ul><li>Agree </li></ul></ul><ul><ul><li>Strongly agree </li></ul></ul>
  11. <ul><li>The percentage of law students who express a strong preference for auditory learning (learning by listening) is approximately: </li></ul><ul><ul><li>10-15% </li></ul></ul><ul><ul><li>20- 30% </li></ul></ul><ul><ul><li>50-75 % </li></ul></ul><ul><ul><li>75-100% </li></ul></ul>
  12. <ul><li>The percentage of law students who express a strong preference for visual learning (remember what they read or see) is approximately: </li></ul><ul><ul><li>8-25% </li></ul></ul><ul><ul><li>30-45% </li></ul></ul><ul><ul><li>50-75% </li></ul></ul><ul><ul><li>75-100% </li></ul></ul>
  13. <ul><li>The percentage of law students who express a strong preference for tactual learning (remember what they write or draw) is approximately: </li></ul><ul><ul><li>10-15% </li></ul></ul><ul><ul><li>20-25% </li></ul></ul><ul><ul><li>50-75% </li></ul></ul><ul><ul><li>75-100% </li></ul></ul>
  14. <ul><li>The percentage of law students who express a strong preference for kinesthetic learning (learn by doing) is approximately: </li></ul><ul><ul><li>none </li></ul></ul><ul><ul><li>7 -15% </li></ul></ul><ul><ul><li>25 - 50% </li></ul></ul><ul><ul><li>50 - 75% </li></ul></ul>
  15. <ul><li>Which of the following statements is true regarding the benefits of multi-modal teaching? </li></ul><ul><li>a) Multi-modal teaching can help students learn more and learn it better. </li></ul><ul><li>b) Multi-modal teaching can manifest a professor’s commitment to student learning, and a manifested commitment to student learning can help students learn more and learn it better. </li></ul><ul><li>c) Even if multi-modal teaching produces moments when some of your students are not using their preferred learning style, the mental effort involved in doing so can produce a stronger memory trace. </li></ul><ul><li>d) All of the above statements are true. </li></ul>
  16. <ul><li>What were you thinking about right before you saw this slide? </li></ul>The Environment The Senses See, hear, feel, etc. Selective Attention Long-Term Memory Working Memory Retrieval Encoding Response Generator
  17. “ Cognitive Think-Aloud” Technique <ul><li>Description of technique </li></ul><ul><ul><li>Articulate all the thoughts, hypotheses and steps involved in performing an intellectual skill </li></ul></ul><ul><ul><li>Often best if a second asks questions to make sure the speaker is not leaving out steps, and is explaining her thinking, hypotheses, ideas, etc. </li></ul></ul><ul><li>Rationale for its use </li></ul><ul><li>Example </li></ul>
  18. Facts for Think-Aloud Demonstration <ul><li>Lefkowitz Case Advertisment </li></ul><ul><li>Saturday 9 A.M. Sharp </li></ul><ul><li>3 Brand New Fur Coats Worth to $100.00 </li></ul><ul><li>First Come First Served </li></ul><ul><li>$1 Each </li></ul><ul><li>Carbolic Smoke Ball Case Advertisement </li></ul><ul><li>£100 reward will be paid by the Carbolic Smoke Ball Company to any person who contracts the increasing epidemic influenza, colds, or any disease caused by taking cold, after having used the ball three times daily for two weeks, according to the printed directions supplied with each ball. £1,000 is deposited with the Alliance Bank, Regent Street, shewing our sincerity in the matter. </li></ul>
  19. For what aspects of a legal writing class might you use think-alouds?
  20. Integrated Learning Strategies Instruction    No Integrated Learning Strategies Instruction Integrated Learning Strategies Instruction Student Learning in the Subject Student Learning to Learn in Field Fosters Independence
  21. Types of Learning Strategies Time, Work Management Strategies Elaboration (mastery) Strategies Organizing/ Synthesis Strategies Statute/ Rule Reading Strategies Case Reading and Briefing Strategies Paraphrasing of Doctrine and Holdings Examples and Non-Examples Student-Created Hypos Outlining Strategies Graphic Organizers Pre-Reading the Case Strategies Questioning the Author Strategies Note-Taking Strategies Memorization Strategies
  22. For what aspects of a legal writing class might you integrate cognitive strategies instruction?
  23. <ul><li>For which of the following can you use clickers in your teaching: </li></ul><ul><li>a. To improve student learning. </li></ul><ul><li>b. To spark discussion. </li></ul><ul><li>c. To try to determine whether students have adopted values you have sought to teach them. </li></ul><ul><li>d. To transmit knowledge. </li></ul><ul><li>e. All of the above. </li></ul>
  24. <ul><li>M transported a stolen airplane across state lines. A federal statute prohibits transporting “motor vehicles” and defines motor vehicles to include “any self-propelled vehicle not designed for running on rails.” Which of the following arguments is least credible: </li></ul><ul><li>a. Dictionaries commonly define “vehicle” as “an object that travels and carries things or people.” </li></ul><ul><li>b. The examples listed in the statute were only vehicles that travel on land. </li></ul><ul><li>c. The Senate debate on the statute did not include any mention of airplanes. </li></ul><ul><li>d. When the statute was enacted, airplanes had been rarely, if ever, stolen. </li></ul>
  25. <ul><li>I believe my students would learn more and learn better if I taught using a variety of teaching methods. </li></ul><ul><li>a. Agree </li></ul><ul><li>b. Disagree </li></ul>

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