Learning styles basis of formative assesment 2

3-Day workshop for TGT
Science “Formatting Formative
Assessment Tasks”
21st July ,2014 to 23rdJuly ,2014.
AMEETA K. PGT CHEMISTRY ZIET
Chandigarh

We want that education
by which character is formed,
strength of mind is increased,
the intellect is expanded,
and by which
one can stand on one's own feet.
~Swami Vivekananda
Chandigarh

Science Essential Standards
Teachers know the content they teach
Teachers facilitate learning for their students
Teachers demonstrate leadership
Chandigarh

What comes to mind when you
think of “formative
assessment”?
“Formative assessment” is not
another gimmick in teaching;
science teachers have been
formatively assessing students
since the inception of public
education.AMEETA K. PGT CHEMISTRY ZIET
Chandigarh

What do science teachers
need to know about formative
assessments?What are FACTs
• Formative
• Assessment
• Classroom
• Techniques
Chandigarh

Chandigarh
Your ice breaking
activity theme was an
effort to introduce the
various probable
Classroom techniques .

Classroom techniques depend upon
the types of learning styles.
Learning styles are simply different
approaches or ways of learning
.
Chandigarh

Types of learning styles
Visual Learners
Kinesthetic
Audio
Chandigarh

Visual Learners:
Learn through seeing...
 need to see the teacher's body language and
facial expression to understand.
 prefer sitting at the front
 think in pictures and learn best from visual
displays including: diagrams, illustrated text
books, overhead transparencies, videos,
flipcharts and hand-outs.
 during a lecture or discussion, visual learners
often take detailed notes.
Chandigarh

Auditory Learners:
 learn through listening...
 learn best through verbal lectures,
discussions, talking things through
and listening to what others have to
say
 written information may have little
meaning until it is heard.
 benefit from reading text aloud and
using a tape recorder.
Chandigarh

Tactile / Kinesthetic Learners:
 learn through , moving, doing &
touching...
 learn best through a hands-on activities
and exploring the physical world around
them.
 They may find it hard to sit still for long
periods and may become distracted by
their need for activity and exploration.
Chandigarh

Multiple Intelligences
 7 areas
1. Visual/Spatial Learner
2. Verbal Learner
3. Logical/Mathematical Learner
4. Bodily/Kinesthetic Learner
5. Musical learner
6. Intrapersonal Learner
7. Interpersonal Learner
Chandigarh

Visual / Spatial Learners
 Ability to see the visual. These
people think in pictures and creating
pictures in their head to help them
remember information. Sometimes
they enjoy looking at maps, charts,
pictures, videos, and movies.
Chandigarh

Their Skills Include
 puzzle building, reading,
writing, understanding
charts and graphs, a good
sense of direction,
sketching, painting,
creating visual metaphors
and analogies (perhaps
through the visual arts),
manipulating images,
constructing, fixing,
designing practical objects,
interpreting visual images.
Chandigarh

Possible Career Interests
 navigators
 sculptors
 visual artists
 inventors
 architects
 interior
designers
 mechanics
 engineersAMEETA K. PGT CHEMISTRY ZIET
Chandigarh

Verbal Learning
 They use words and language.
These learners have good hearing
skills and normally are good at
talking/speaking. They think in
words rather than pictures.
Chandigarh

 listening, speaking,
writing, story telling,
explaining, teaching,
using humor,
understanding the
meaning of words,
remember information,
and can convince
someone to see their
point of view.
Chandigarh

Logical/Mathematical Learning
 Have the ability to use reason, logic
(common sense) and numbers. These
people think in patterns making
connections between pieces of
information. They are curious about
the world around them, ask lots of
questions, and like to do
experiments.
Chandigarh

 problem solving,
classifying and
categorizing
information, working to
figure out the
relationship of objects
to each other, doing
controlled experiments,
questioning and
wondering about
natural events,
performing complex
mathematical
calculations, working
with geometric shapes
Chandigarh

Possible Career Paths
 Scientists
 engineers
 computer
programmers
 researchers
 accountants
 mathematicians
Chandigarh

Bodily/Kinesthetic Learning
 ability to control body
movements and handle
objects well. Try to do
things that involve
movement. They have a
good sense of balance
and eye-hand co-
ordination. (e.g. ball
play, balancing beams).
Through interacting with
the space around them,
they are able to
remember and process
information (hands-on).AMEETA K. PGT CHEMISTRY ZIET
Chandigarh

 dancing, sports,
hands on
experimentation,
using body
language, crafts,
acting, miming,
using their hands to
create or build,
expressing
emotions through
the body
Chandigarh

 Athletes
 physical
education
teachers
 dancers
 actors
 firefighters
 artisansAMEETA K. PGT CHEMISTRY ZIET
Chandigarh

Musical Learners
 Can make and appreciate music.
These learners think in sounds,
rhythms and patterns. They
immediately respond to music either
appreciating or criticizing what they
hear. Many of these learners are
extremely sensitive to environmental
sounds (e.g. crickets, bells, dripping
taps).
Chandigarh

 singing, whistling,
playing musical
instruments,
recognizing tonal
patterns,
composing music,
remembering
melodies,
understanding the
structure and
rhythm of musicAMEETA K. PGT CHEMISTRY ZIET
Chandigarh

Possible career paths
 Musician
 disc jockey
 singer
 composer
Chandigarh

Interpersonal Learning
 Can relate and understand
others. These people try to see
things from other people's
point of view in order to
understand how they think and
feel. They often have a strange
ability to sense feelings,
intentions and motivations.
They are great organizers. They
try to keep peace in-group
settings and want cooperation.
The use of verbal (speaking)
and non-verbal language (eye
contact, body language) isAMEETA K. PGT CHEMISTRY ZIET
Chandigarh

 seeing things from other
perspectives, listening,
feeling bad for others in bad
situations, understanding
other people's moods and
feelings, counseling,
cooperating with groups,
noticing people's moods,
communicating both
verbally and non-verbally,
building trust, conflict
resolution, create good
relationships with others.
Chandigarh

Possible Career
Paths
 Counselor
 salesperson,
 politician
 business person
Chandigarh

Intrapersonal Learners
 These people reflect on their actions
and know themselves very well.
These learners try to understand their
own feelings, dreams, relationships
with others, and strengths and
weaknesses.
Chandigarh

 Recognizing their own
strengths and
weaknesses, reflecting
on and studying
themselves, have
awareness of their
feelings, desires and
dreams, evaluate their
thinking patterns,
understanding their role
in relationship to others
Chandigarh

 Researchers
 theorists
 philosophers
Chandigarh

What are our goals?
 Conceptual understanding
 Problem solving
 Scientific abilities (Ability to represent a
process in multiple ways, design an
experimental investigation , to collect and
analyze experimental data to construct and
modify explanations , to evaluate all of the
above
Chandigarh

The goal of formative assessment is
to monitor student learning to
provide ongoing feedback that can
be used by the classroom teacher to
drive instruction and to improve
learning for students.
Formative assessments help students
identify their strengths and
weaknesses while also providing
important data for classroom teacher
to address problems immediatelyAMEETA K. PGT CHEMISTRY ZIET
Chandigarh

Formative Assessment in the Classroom
There are 5 key strategies that need to be aligned with
classroom practices for effective use of Formative
Assessment:
Clarifying, understanding, and sharing curriculum
ideas
Engineering effective classroom discussions, tasks
and
activities that produce data/evidence for learning
Providing feedback that moves learners forward
Activating students learning through collaborative
learning,
reciprocal teaching, and/or peer assessment
Activating students as owners of their own learning
Chandigarh

Conclusion
 The effective classroom teacher drives
instruction through evidence/data gathered by
purposeful formative assessments and
differentiated activities.
 It is the classroom teachers’ role to prepare and
organize the content and curriculum to be
presented ; it is also a teachers’ role to adjust
instruction to accommodate students’
differences; and finally
 All teachers must encourage and engage
students in the learning process for deeper
understanding of content .
Chandigarh

Let us make
teaching a
positive
celebration of
learning.
Chandigarh

Learning styles basis of formative assesment 2

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