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Charissa EatonOswald Shanalingigwa          Jay Palmer
 Apply  learning styles to increase student  learning Utilize engaged pedagogy (service learning)  as a classroom strate...
 Previous  definitions of intelligence were  limited to aspects that focused on success in  school These definitions wer...
 Linguistic Logical-Mathematical Spatial Bodily Kinesthetic Musical Interpersonal Intrapersonal Naturalist (Gardne...
 Sensitivityto the sounds, rhythms, and  meanings of words; sensitivity to the  different functions of language Learning...
 Sensitivity to, and capacity to discern,  logical or numerical patterns; ability to  reason well. Learning     Think: ...
 The ability to perceive the visual-spatial  world accurately and to perform  transformations on these perceptions. Lear...
 Abilitiesto control one’s body movements  and handle objects skillfully. Learning     Think: through somatic sensation...
 The capacity to perceive, discriminate,  transform, and express musical forms. Learning    Think: via rhythms and melo...
 Capacitiesto discern and respond  appropriately to the moods, temperaments,  motivations, and desires of other people. ...
 Access to one’s own feelings and the ability to  discriminate among them and draw upon them to  guide behavior; knowledg...
 Expertise in recognition and classification of the  numerous species (flora and fauna) of an  individual’s environment i...
 Armstrong    (2000) developed the inventory  based on Gardner’s work It is not a test…rather an inventory designed  to ...
   High       Interpersonal           219 out of 846 responses* (26%)       Bodily-Kinesthetic           200 out of 8...
1. Identify as a professional social worker and conduct myself   accordingly.2. Apply social work ethical principles to gu...
Paired Differences                                                                                  t    df    Sig. (2-tai...
   “Professional SW and conduct myself accordingly: I take this very    seriously. I do feel that the ORC visits allowed ...
   “Engagements and Assessment- I think that I am still    developing skills to be interactive and engage with the    cli...
 In an exhaustive review of the social work  literature on using service learning, Lemieux  and Allen (2007) found that t...
 We use Bringle and Hatcher’s (1996) definition of service learning:    We view service learning as credit bearing     e...
 Service        learning places equal emphasis on three outcomes:     Student learning    Service to the community    ...
 Servicelearning has the potential to address several faculty concerns:    Lack of interest in macro social work courses...
 Benefits   student learning    Critical thinking    Problem solving    Academic learning    Personal and moral devel...
 Social   Work Practice with Individuals:    Community education project Social   Work Practice with Communities:    V...
 Multicultural Issues (SOCW 355) and  Community Organizing (SOCW 415) classes  represent an intentional and strategic  pa...
 The course introduces students to a life-long  learning process in the development of cultural  competent social work pr...
 Student are well informed about the course and  partnership with Catholic Charities Refugee  Resettlement Program. (a) ...
 Students  are challenged to create, complete  and present a creative service learning  project. A service learning proje...
 “We   as a group brain stormed different ideas and thenfinally came up with the idea of a garage sale. The idea ofa gara...
Providing Services:“My group was in charge of the garage sale held atRCTC on Friday, April 23. Overall, I think this was a...
 Welcome   Baskets: “By being assigned this project not only did I learn things regarding a population that I really didn...
   “THE GARAGE SALE”! “I had a great opportunity to grow andwork together to make this even huge. We had advertised andco...
   This class is organized in a way that engaged-learning provides an    arena where students work in a professional capa...
 Neighborhood Watch: The neighborhood of First  Avenue North-East in Rochester, Minnesota -  partnership with Rochester P...
 “Communities  of practice are groups of people who share a concern or a passion for something they do and learn how to d...
 Domain:      Content to be learned     Course content or course objectives Community:      People involved     Studen...
   The community needs the flexibility to evolve in    it’s interests       Willingness to re-negotiate course objective...
 Consist   of both public and private community spaces.    Public spaces are where all group members can     interact. ...
 Combine    familiarity and excitement –    Students should receive the expected learning as     part of the course and ...
 Explain what a community of practice is and the  benefits of using it in the classroom (sell it  upfront). Ask students...
   Learning from multiple points of view       “Using a community of practice model offers a variety of        people to...
 In   groups based on your strongest MI     Choose a learning objective (either from a      current course or create one...
 Write down two things that you learned from this session that you will take back with you to your classrooms?
 Armstrong’s  learning styles to help us adopt  our teaching to student learning preferences. CoP to create a classroom/...
   Armstrong, T. (2000). Multiple intelligences in the classroom. (2nd           ed.). Alexandria, VA: ASCD.   Bringle, ...
Use learningstyles&communitiesofpracticeinclassroom.winona
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Using Learning Styles and Communiteis of Practice in the Classroom: A Model for Engaged Learning.

This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.

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Transcript of "Use learningstyles&communitiesofpracticeinclassroom.winona"

  1. 1. Charissa EatonOswald Shanalingigwa Jay Palmer
  2. 2.  Apply learning styles to increase student learning Utilize engaged pedagogy (service learning) as a classroom strategy to support student skill development and critical thinking. Use “community of practice” as a framework for classroom culture.
  3. 3.  Previous definitions of intelligence were limited to aspects that focused on success in school These definitions were empirically based Gardner (1983) took a different direction in examining a broader scope to define intelligence including abilities related to the arts He is explicit that his work does not follow the line of preexisting psychometric instruments
  4. 4.  Linguistic Logical-Mathematical Spatial Bodily Kinesthetic Musical Interpersonal Intrapersonal Naturalist (Gardner, 1999)
  5. 5.  Sensitivityto the sounds, rhythms, and meanings of words; sensitivity to the different functions of language Learning  Think: in words  Love: reading, writing, telling stories, playing word games  Need: books, writing tools, discussion, debate, stories Teaching Preparation  How can I use written or spoken word?
  6. 6.  Sensitivity to, and capacity to discern, logical or numerical patterns; ability to reason well. Learning  Think: in reasoning  Love: experimenting, questioning, figuring out logical puzzles, calculating  Need: materials to experiment and manipulate Teaching Preparation  How can I bring in numbers, classifications, or critical thinking skills?
  7. 7.  The ability to perceive the visual-spatial world accurately and to perform transformations on these perceptions. Learning  Think in images and pictures  Love: designing, drawing, visualizing, doodling  Need: art, videos, power points, puzzles, illustrations Teaching Preparation  How can I use visual aides, visualization, color, or art?
  8. 8.  Abilitiesto control one’s body movements and handle objects skillfully. Learning  Think: through somatic sensations  Love: building, touching, gesturing  Need: role play, movement, tactile experiences, hands on learning Teaching Preparation  How can I involve the whole body or hands on experiences?
  9. 9.  The capacity to perceive, discriminate, transform, and express musical forms. Learning  Think: via rhythms and melodies  Love: singing, humming, tapping feet/hands, listening  Need: music playing, connecting content to song Teaching Preparation  How can I bring in music or sounds, or set key points in a rhythmic or melody framework?
  10. 10.  Capacitiesto discern and respond appropriately to the moods, temperaments, motivations, and desires of other people. Learning  Think: by bouncing ideas off of other people  Love: leading, organizing, relating, mediating, partying  Need: friends, group games, community events, social gatherings Teaching Preparation  How can I engage students in peer sharing, cooperative learning, or large-group simulation?
  11. 11.  Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligences. Learning  Think: in relation to their needs, feelings, and goals  Love: setting goals, dreaming, planning, reflecting  Need: time alone, self-paced projects, choices Teaching Preparation  How can I evoke personal feelings or memories or give students choices?
  12. 12.  Expertise in recognition and classification of the numerous species (flora and fauna) of an individual’s environment including natural phenomena. Learning  Think: through nature and natural forms  Love: working with animals, gardening, investigating nature, caring for the planet  Need: access to nature, opportunities for interacting with animals and nature Teaching Preparation  How can I incorporate living things, natural phenomena, or ecological awareness?
  13. 13.  Armstrong (2000) developed the inventory based on Gardner’s work It is not a test…rather an inventory designed to help learners connect to information Not evaluated for reliability and validity
  14. 14.  High  Interpersonal  219 out of 846 responses* (26%)  Bodily-Kinesthetic  200 out of 846 responses* (24%) Low  Logical-Mathematical  246 out of 819 responses* (30%)  Naturalistic  187 out of 819 responses* (23%) * This is based on number of responses versus number of students as some students reported more than one high category.
  15. 15. 1. Identify as a professional social worker and conduct myself accordingly.2. Apply social work ethical principles to guide professional practice.3. Apply critical thinking to inform and communicate professional judgments.4. Engage diversity and difference in practice.5. Advance human rights and social and economic justice.6. Engage in research-informed practice and practice-informed research.7. Apply knowledge of human behavior and the social environment.8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.9. Respond to the ever changing organizational, community, and societal contexts by using knowledge and skill to respond proactively.10. Conduct the engagement process with clients.11. Conduct assessments of clients.12. Conduct interventions with clients.13. Conduct evaluations of client progress.
  16. 16. Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower UpperPreQ1 - PostQ1 -1.13208 1.09610 .10646 -1.34317 -.92098 -10.634 105 .000PreQ2 - PostQ2 -.79048 1.00666 .09824 -.98529 -.59566 -8.046 104 .000PreQ3 - PostQ3 -.61682 1.05191 .10169 -.81844 -.41521 -6.066 106 .000PreQ4 - PostQ4 -.68224 .99620 .09631 -.87318 -.49131 -7.084 106 .000PreQ5 - PostQ5 -.79439 1.03467 .10002 -.99270 -.59608 -7.942 106 .000PreQ6 - PostQ6 -1.16822 1.18549 .11461 -1.39544 -.94101 -10.193 106 .000PreQ7 - PostQ7 -.78505 1.09051 .10542 -.99406 -.57603 -7.447 106 .000PreQ8 - PostQ8 -1.22642 1.04456 .10146 -1.42758 -1.02525 -12.088 105 .000PreQ9 - PostQ9 -1.12264 1.08411 .10530 -1.33143 -.91386 -10.662 105 .000PreQ10 - PostQ10 -1.07619 4.20781 .41064 -1.89051 -.26188 -2.621 104 .010PreQ11 - PostQ11 -1.52381 1.30159 .12702 -1.77570 -1.27192 -11.996 104 .000PreQ12 - PostQ12 -1.50962 1.32192 .12963 -1.76670 -1.25253 -11.646 103 .000PreQ13 - PostQ13 -1.43269 1.23669 .12127 -1.67320 -1.19219 -11.814 103 .000
  17. 17.  “Professional SW and conduct myself accordingly: I take this very seriously. I do feel that the ORC visits allowed me to improve professionalism. Conduct assessments: I definitely feel that I have improved due to the ORC visits. I experienced 3 different visits in which I had to have a conversation (assess) with workers. This required me to be flexible and open-minded when asking particular question, e.g. open vs. closed-ended. “ “Diversity-just being able to work with a group of people who are not the same as me. Engagement- I feel a lot more comfortable talking to clients I do not know. “ “Throughout this past semester at ORC I feel my evaluation and assessment skills have really progressed. Through talking with our ORC clients I have really felt like I have grown in these areas. ORC provided great life like interviewing situations that I feel will translate into a social work career. “
  18. 18.  “Engagements and Assessment- I think that I am still developing skills to be interactive and engage with the client population, out of my own fear of, or more feeling unprepared to effectively help others. I think initially visiting the ORC was a huge step out of my comfort zone, however with practically being forced to go to the ORC definitely helped guide me in the right direction.” “Applying social work ethical practices. I feel as if I have a lot to learn about ethical practices. Critical thinking, I feel as if I have to practice those social work skills more in setting like ORC. It is a good start for me!” “I am a little worried about all the ethical obligations social workers must incorporate in the field. Luckily, I feel that I will learn as I go and as long as I keep an open mind that I’ll be fine. ”
  19. 19.  In an exhaustive review of the social work literature on using service learning, Lemieux and Allen (2007) found that that there was a poor conceptualization of service learning within the discipline. Service learning is not:  Volunteer work  Internships (parctica)
  20. 20.  We use Bringle and Hatcher’s (1996) definition of service learning:  We view service learning as credit bearing educational experience in which students participate in an organized service activity, that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of the course content a broader appreciation of the discipline and an enhanced sense of service responsibility (p. 222).
  21. 21.  Service learning places equal emphasis on three outcomes:  Student learning  Service to the community  The development of mutually respectful relationships between students and the communities in which they are engaged (Lemieux and Allen, 2007)
  22. 22.  Servicelearning has the potential to address several faculty concerns:  Lack of interest in macro social work courses such as policy, community and organizational practice, and research.  Students tolerate rather than integrate content into practice.  Access to diverse populations. (Sather, Weitz,& Carlson, 2007)
  23. 23.  Benefits student learning  Critical thinking  Problem solving  Academic learning  Personal and moral development  leadership  Social responsibility  cultural understanding  commitment to service  satisfaction with college  Increased feeling of competence (Lemieux and Allen, 2007)
  24. 24.  Social Work Practice with Individuals:  Community education project Social Work Practice with Communities:  Various projects Social Work Research:  Various community projects Social Work Policy Analysis:  Election judge project Multicultural Issues:  Refugee resettlement project
  25. 25.  Multicultural Issues (SOCW 355) and Community Organizing (SOCW 415) classes represent an intentional and strategic partnership between WSU and Community Partners. Through collaborative initiatives, the two classes provide opportunities for students to bridge their own learning and living experiences. The classes promote students participation in forms of active learning that extend beyond the traditional classroom.
  26. 26.  The course introduces students to a life-long learning process in the development of cultural competent social work practice Multicultural Issues class has been devoted to engaged-learning strategy in which all of the class objectives are learned by working on projects with Catholic Charities Refuges Resettlement Program Students put classroom skills and knowledge into practice while serving refugees and the community. The educational skill is to combine civic involvement with academic coursework in a way that benefits both the students and refugee/community
  27. 27.  Student are well informed about the course and partnership with Catholic Charities Refugee Resettlement Program. (a) A speaker from Catholic Charities attends and participates in our first and second class (b) Students participate into two events organized by Catholic Charities for raising awareness (c) Students participates in two literacy classes with refugees (d) Students participate in other activities e.g assisting refugees to attend appointments, applying for jobs, finding resources and during the citizen day etc.
  28. 28.  Students are challenged to create, complete and present a creative service learning project. A service learning project should reflect significant on-site community involvement intentionally linked to the course content. The service is for the purpose of community engagement, learning and experience is mutually beneficial to community partners and students.
  29. 29.  “We as a group brain stormed different ideas and thenfinally came up with the idea of a garage sale. The idea ofa garage sale was perfect because it not only included thecommunity but gave us an opportunity to educate theschool and community about Catholic Charities RefugeeResettlement Program.” “Educating the community and the school as a wholewas one of the most important things that CatholicCharities wanted us to do. This whole experience waschallenging, moving and inspirational. I knew that we couldhold this garage sale and educate people at the same time, butthis was a huge success because we did raise over $800.”
  30. 30. Providing Services:“My group was in charge of the garage sale held atRCTC on Friday, April 23. Overall, I think this was agreat project. We were successful in creatingawareness in our community, raising money for theprogram, and donating the leftover merchandise tothe Salvation Army.”
  31. 31.  Welcome Baskets: “By being assigned this project not only did I learn things regarding a population that I really didn’t know that much about, I was also able to give to others through this project. I feel that giving to others our time and resources makes us grow as a person. I chose to do the welcome baskets because I liked the idea of welcoming others into our community especially those who have already suffered harshly, the idea of bringing a little comfort to others was appealing to me. I can only imagine what things would be like if all members of society practiced random acts of kindness on a regular basis.”
  32. 32.  “THE GARAGE SALE”! “I had a great opportunity to grow andwork together to make this even huge. We had advertised andcollected donations from anyone who would listen to this story ofneed. I have to say, this education was equally as important tothose who attended the event as it was for us. We had learnedalready that there was a need and we committed ourselves to workas hard as we could to help this need. However, more importantly,we were able to educate and open people’s eyes to a community ofrefugees. Most people have a hard time understanding thatimmigrants are not all illegal. I myself was able to advocate for achange in thinking and better understanding. To me, that was thegreatest gift.”
  33. 33.  This class is organized in a way that engaged-learning provides an arena where students work in a professional capacity with community organizations, their peers and the instructor of the course. Through the course, students in groups of five to seven are challenged to identify a community need and a community partner to address the need The students are actively involved with a community partner and the community involved with students. Through community –engaged learning (experiential learning) students are able to integrate hands-on practice and thoughtful reflections. Through active engagement with local communities, we try to build an increasingly inclusive and supportive community at WSU Student benefit by getting experience and academic credits, while the community benefits in form of services, materials and money.
  34. 34.  Neighborhood Watch: The neighborhood of First Avenue North-East in Rochester, Minnesota - partnership with Rochester Police & NE community Beyond the Yellow Ribbon is a comprehensive program that creates awareness for the purpose of connecting Service members and their families with community support Helping families and individuals in need – partnership with the Salvation Army Domestic violence. Women’s shelter – partnership with the Transition House Environmental : Reuse to Reduce & Hammond Community Clean-Up Projects Homelessness – partnership with Salvation Army
  35. 35.  “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” (Wenger, 1998, p.4)
  36. 36.  Domain: Content to be learned  Course content or course objectives Community: People involved  Students, instructor, and service learning partners Practice: Specific activities  Classroom exercises, discussion, course assignments, community projects
  37. 37.  The community needs the flexibility to evolve in it’s interests  Willingness to re-negotiate course objectives, assignments, schedule etc. Opportunities for open dialog within and with outside perspectives  Interaction among class members  Interaction with community partners Focus on the value of the community –  Create opportunities for students to explicitly discuss the value and productivity of class and projects (Wenger, McDermott, & Snyder, 2002)
  38. 38.  Consist of both public and private community spaces.  Public spaces are where all group members can interact.  Private spaces are where small groups of people interact (Wenger, McDermott, & Snyder, 2002)
  39. 39.  Combine familiarity and excitement –  Students should receive the expected learning as part of the course and have opportunities to shape their learning experience together. (Wenger, McDermott, & Snyder, 2002)
  40. 40.  Explain what a community of practice is and the benefits of using it in the classroom (sell it upfront). Ask students what they want to learn and hold them accountable for learning it. Model the behaviors you want them to use. Provide class time for reflection, analysis. Be willing to lead and be willing to follow.
  41. 41.  Learning from multiple points of view  “Using a community of practice model offers a variety of people to learn from, instead of just the instructor. Students are able to use each other’s experiences and knowledge to strengthen our own knowledge base.” Learning from modeling  “Communities of practice allow us to watch the different styles and techniques of our peers and learn from those observations.” Keeping students engaged  “In a community of practice model, all students have something to offer the learning environment, which makes for a more active and engaged classroom setting.”
  42. 42.  In groups based on your strongest MI  Choose a learning objective (either from a current course or create one)  Create an engaged learning activity for the learning objective utilizing your group’s MI  How can you incorporate “Community of Practice” into this engaged learning activity? The groups will report on their activity.
  43. 43.  Write down two things that you learned from this session that you will take back with you to your classrooms?
  44. 44.  Armstrong’s learning styles to help us adopt our teaching to student learning preferences. CoP to create a classroom/learning culture where students are engaged in the content. Service learning projects to make the course content tangible and come alive.
  45. 45.  Armstrong, T. (2000). Multiple intelligences in the classroom. (2nd ed.). Alexandria, VA: ASCD. Bringle, R.G., & Hatcher, J. A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67, 221- 239. Gardner, H. (1993). Frames of mind: The theory of multiple intelligence. (2nd ed.). New York, NY: BasicBooks. Lemieux, C., M., and Allen, P., D. (2007). Service learning in social work education: The state of knowledge, pedagogical practicalities and practice conundrums. Journal of Social Work Education, 43(2), 309-325. Sather, P., Weitz, B., Carlson, P. (2007). Engaging students in macro issues through community based learning: The policy, practice and research sequence. Journal of Teaching in Social Work. 27(3/4), 62-79. Wenger, E. (1998) Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
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