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Notes : Animation : no Text/Audio Narration :  Title:  Differentiated Instruction Why Bother?? Scene (breaking down the di...
Notes :  Segmentation: Differentiated instruction is a topic some teachers shy away from and are not comfortable with. The...
Notes :  Personalization.  Making a connection with instructing students and how teachers also differentiate in how they l...
Notes :  Segmentation:  The Verbal student learns best when they are taught with spoken words or through text. Students do...
Notes :  Segmentation: This student learns by relating material to logic. Math is a subject that is easily related to. The...
Notes :  There is a picture of a child who is working hands on to build something. Being able to take an original object a...
Notes :  As the photo in the slide shows that bodily learners are active and learn with their whole body. Animation: Yes T...
Notes :  Students learning material set to a beat or a pattern as seen in the picture helps students to relate to music.  ...
Notes :  Students learn through what they see in nature and are able to relate to their everyday life. Animation: Yes Text...
Notes :  A group of girls sharing with one another the information they have learned and are discussing their answers with...
Notes :  Students who desire to work on their own often have a strong sense of self. Learning from ones own mistakes and a...
Notes :  The narrator will instruct the learners to follow each step and record their information either on paper or throu...
<ul><li>MULTIPLE INTELLIGENCES TEST </li></ul><ul><li>Where does your true intelligence lie?  This quiz will tell you wher...
<ul><li>MULTIPLE INTELLIGENCE SCORING SHEET </li></ul><ul><li>Place a check mark by each item you marked as &quot;true.&qu...
Reference: Society for quality education. (2011).  Society for quality education . Retrieved from  http://www.societyforqu...
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Multimedia Presentation of Learning Styles

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  • This storyboard was created to be used in teacher training or an in-service. Making teachers more aware of how often they differentiate their teaching style to accommodate their students learning styles. Breaking down the learning styles and addressing each learning style with a way in which differentiate instruction can be used to reach out to the student.
  • New teachers are not the only ones who should be excited about new ways in which to reach out to students. Teachers of all ages, abilities, years of service, and subject areas need to be aware and desire to reach all students.
  • Worked Examples: Teachers should discuss with one another their own learning style and how they like others to differentiate instruction toward them. Having teachers discuss and share their own learning style and how they like things differentiated will hopefully cause the teachers to think about students and how they can best teach them, based on the discussions with other teachers.
  • The above slide is of the Multiple Intelligences Test that would be handed out to the group.
  • The above slide is the scoring sheet to the Multiple Intelligences Test
  • Transcript of "Multimedia Presentation of Learning Styles"

    1. 1. Notes : Animation : no Text/Audio Narration : Title: Differentiated Instruction Why Bother?? Scene (breaking down the different learning styles using multiple intelligence models) Graphics: yes Audio: yes Slide number: 1 Skill or Concept: Pretraining This first slide is to introduce you to the different terms used in Howard Gardner’s Multiple Intelligence model. Hi! My name is Allison. I am an elementary school teacher. I am here to remind teachers about the different learning styles our students have, and to help teachers realize the ways we as teachers can help students with simple tools like: Howard Gardner’s Multiple Intelligence Assessment, this will help get us on the right track to helping our students learn effectively. To your right are terms that you will need to know. Click on each one for a description. Personalization: Allison the on-screen avatar is here to go through introduce the terms that will be used throughout the presentation. Her desire is to help teachers see that they can reach all students with a little effort and know how.
    2. 2. Notes : Segmentation: Differentiated instruction is a topic some teachers shy away from and are not comfortable with. The different learning styles are broken down for the teacher to assess the students learning style to know how best to approach differentiated instruction. Animation (no): Text/Audio Narration : Title: Differentiated Instruction Why Bother?? Scene (breaking down the different learning styles of students) Graphics: Yes Audio: Yes Slide number: 2 Skill or Concept: Recognition No two students learn in the exact same way. As a teacher what do you feel would help you feel more comfortable reaching out to your students’ learning styles? Once the reader has moved onto this page Allison begins to speak. “It is important that as a teacher you are aware of the ways in which your students learn and how you can best reach them. Many times without them even knowing that they are learning.” (Click on audio by Allison). You can click on the sound icon to hear Allison ask the teachers a question.
    3. 3. Notes : Personalization. Making a connection with instructing students and how teachers also differentiate in how they learn to teach material. If teachers can relate to the students’ learning styles in a personal way and relate to the fact that everyone has a way in which he or she comprehends the material that is presented. Animation: Yes Text/Audio Narration : Title: Connecting to the reasons for differentiation Scene: Becoming aware of teachers differentiated instruction for themselves Graphics: Yes Audio: Yes Slide number: 4 Skill or Concept: Making a connection Once the reader has moved onto this page Allison begins to speak. “ Take a look at the cartoon above. Think back to when you first started teaching and how excited you were to have others share new ideas with you. I would like to say that you can have that feeling today when you realize how making learning something personal for your students will help them to succeed. “
    4. 4. Notes : Segmentation: The Verbal student learns best when they are taught with spoken words or through text. Students do not do well with abstract material. Examples of verbal and linguistic understanding are to the right. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “Understanding each of the different forms of intelligences and learning styles will help the teacher to better identify these qualities in each student. The verbal student learns well through the spoken word and written text.” (Click on audio by Allison). Title: Verbal/Linguistic Learners Scene Understanding Verbal/Linguistic Learners Graphics: Yes Audio: Yes Slide number: 5 Skill or Concept: Identify/Understand Verbal/Linguistic : Use language to learn. Learn through listening to teacher and having material explained in words. <ul><li>Examples </li></ul><ul><li>Understanding of words </li></ul><ul><li>Oral and written skills are developed </li></ul><ul><li>Learns grammar rules and able to apply them. </li></ul>
    5. 5. Notes : Segmentation: This student learns by relating material to logic. Math is a subject that is easily related to. The narrator reads the definition of logical/mathematical learners and gives a brief description . Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “The Logical/Mathematical learner relates to numbers and making patterns. They are able to reason things out.” (Click on audio by Allison). Title: Logical/Mathematical Learners Scene Understanding Logical/Mathematical Learners Graphics: Yes Audio: Yes Slide number: 6 Skill or Concept: Identify/Understand <ul><li>Examples </li></ul><ul><li>Understanding of numbers and their representation. </li></ul><ul><li>Recognize patters. </li></ul><ul><li>Reasoning skills are developed. </li></ul>Logical/Mathematical: Relates to numbers and logistics. Think in a conceptual manner where the student makes connections with patterns and bits of information.
    6. 6. Notes : There is a picture of a child who is working hands on to build something. Being able to take an original object and build a replicate is a skill that comes easily for visual learners. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “The visual/spatial learner is able to create from seeing an original object to replicate it. Doing math or figuring out problems in his or her mind is not a problem.” (Click on audio by Allison). Title: Visual/Spatial Learners Scene Understanding Visual/Spatial Learners Graphics: Yes Audio: Yes Slide number: 7 Skill or Concept: Identify/Understand Visual/Spatial: Learn through seeing. Learn best through seeing how things work. Diagrams and illustrations help the student to connect with material. <ul><li>Examples </li></ul><ul><li>Able to replicate objects based on the original. </li></ul><ul><li>Able to manipulate objects in his or her mind. </li></ul><ul><li>Notices color differences. </li></ul>
    7. 7. Notes : As the photo in the slide shows that bodily learners are active and learn with their whole body. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “ The bodily/kinesthetic learner uses his or her entire body to learn. She or he has and uses both fine and gross motor skills. Getting up and moving around helps to stimulate the brain.” (Click on audio by Allison). Title: Bodily/Kinesthetic Learners Scene Understanding Bodily/Kinesthetic Learners Graphics : Yes Audio: Yes Slide number: 8 Skill or Concept: Identify/Understand . Bodily/Kinesthetic: Learn through movement. The student enjoys interacting with others and the materials around them. <ul><li>Examples </li></ul><ul><li>Uses his or her body to relate to others. </li></ul><ul><li>Fine and gross motor skills. </li></ul><ul><li>Has developed coordination and balance skills. </li></ul>
    8. 8. Notes : Students learning material set to a beat or a pattern as seen in the picture helps students to relate to music. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “Musical/rhythmic students are able to take material and relate it to a beat or pattern. Recognizing musical forms and patterns come easily, as does playing an instrument.” (Click on audio by Allison). Title: Musical/Rhythmic Learners Scene Understanding Musical/Rhythmic Learners Graphics: Yes Audio: Yes Slide number: 9 Skill or Concept: Identify/Understand <ul><li>Examples </li></ul><ul><li>Able to keep a rhythm or beat. </li></ul><ul><li>Able to recognize musical forms. </li></ul><ul><li>Relates to music with instructional material. </li></ul>Musical/Rhythmic: Learn with rhythm, sounds, and patterns to memorize new material.
    9. 9. Notes : Students learn through what they see in nature and are able to relate to their everyday life. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “Naturalists love to be outdoors! They enjoy relating nature to everyday events. Science projects are an enjoyment for these learners.” (Click on audio by Allison). Title: Naturalist Learner Scene Understanding Naturalistic Learners Graphics: Yes Audio” Yes Slide number: 10 Skill or Concept: Identify/Understand Naturalist : Learns by observing what is going on around him or her in relation to nature. Enjoys activities that incorporate nature. <ul><li>Examples </li></ul><ul><li>Interested in plants and animals. </li></ul><ul><li>Able to observe patterns in nature. </li></ul><ul><li>Loves being outdoors. </li></ul>
    10. 10. Notes : A group of girls sharing with one another the information they have learned and are discussing their answers with one another. Being able to work with others and relate to one another is a skill that can be built upon. Informational text is added to give the reader information about the graphics and text with descriptions. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “Working as a team is great for interpersonal learners. They are able to recognize when others are having a hard time and reach out to help others. Taking other peoples feelings, thoughts, and ideas into consideration are a positive trait.” (Click on audio by Allison). Title: Interpersonal Learners Scene Understanding Interpersonal Learners Graphics: Yes Audio: Yes Slide number: 11 Skill or Concept: Identify/Understand Interpersonal: Relates well to others and learns from sharing or communicating with others. <ul><li>Examples </li></ul><ul><li>Recognizes that those around him or her have feelings. </li></ul><ul><li>Works well with other students. </li></ul><ul><li>Acknowledges others and their opinions. </li></ul>
    11. 11. Notes : Students who desire to work on their own often have a strong sense of self. Learning from ones own mistakes and achievements to become a stronger person. Informational text is added to give the reader information about the graphics and text with descriptions. Animation: Yes Text/Audio Narration : Once the reader has moved onto this page Allison begins to speak. “The intrapersonal learner enjoys keeping to him or herself. He or she looks-out for his or her best interest. Working on his or her own on projects is a personal choice.” (Click on audio by Allison). Title: Intrapersonal Learners Scene Understanding Intrapersonal Learners Graphics: Yes Audio: Yes Slide number: 12 Skill or Concept: Identify/Understand Intrapersonal: The quiet student who keeps to him or herself. Learns by relating material to him or herself and the relationships that the student has to the material. <ul><li>Examples </li></ul><ul><li>Has definite dreams and goals for self. </li></ul><ul><li>Makes decisions based on self. </li></ul><ul><li>Strong sense of identity. </li></ul>
    12. 12. Notes : The narrator will instruct the learners to follow each step and record their information either on paper or through the internet. Once this is complete the learners will compare their answers with one another and discuss how they can make changes in the classroom to help address students’ needs. Animation: Yes Text/Audio Narration: Once the reader has moved onto this page Allison begins to speak. “Invite the teachers to review and even take the multiple intelligence assessment to see what style of learning best suits them. Then have teachers share with one another their results and if they feel that they are true.” Title: Differentiated Instruction and learning styles Scene Demonstration of an Intelligence Assessment Graphics: Yes Audio: Yes Slide number: 13 Skill or Concept: Process <ul><li>Step 1 : Have students take Intelligence assessment. Paper and pencil version (on slides 13 & 14) or online at http://www.spannj.org/BasicRights/appendix_b.htm#test if it is an online class. </li></ul><ul><li>Step 2 : Use the multiple intelligence scoring sheet to get results. </li></ul><ul><li>Step 3 : Use the form to fill out each students intelligence checklist to see what strategies are best to help the student. </li></ul><ul><li>Step 4 : Follow the strategies in the classroom. </li></ul>
    13. 13. <ul><li>MULTIPLE INTELLIGENCES TEST </li></ul><ul><li>Where does your true intelligence lie?  This quiz will tell you where you stand and what to do about it.  Read each statement.  If it expresses some characteristic of yours and sounds true for the most part, jot down a &quot;T.&quot; If it doesn't, mark an &quot;F.&quot; If the statement is sometimes true, sometimes false, leave it blank. </li></ul><ul><li>  1.  _____  I'd rather draw a map than give someone verbal directions. </li></ul><ul><li>   2.  _____  I can play (or used to play) a musical instrument. </li></ul><ul><li>   3.  _____  I can associate music with my moods. </li></ul><ul><li>   4.  _____  I can add or multiply in my head. </li></ul><ul><li>   5.  _____  I like to work with calculators and computers. </li></ul><ul><li>   6.  _____  I pick up new dance steps fast. </li></ul><ul><li>   7.  _____  It's easy for me to say what I think in an argument or debate. </li></ul><ul><li>   8.  _____  I enjoy a good lecture, speech or sermon. </li></ul><ul><li>   9.  _____  I always know north from south no matter where I am. </li></ul><ul><li>10.  _____  Life seems empty without music. </li></ul><ul><li>11.  _____  I always understand the directions that come with new gadgets or appliances. </li></ul><ul><li>12.  _____  I like to work puzzles and play games. </li></ul><ul><li>13.  _____  Learning to ride a bike (or skates) was easy. </li></ul><ul><li>14.  _____  I am irritated when I hear an argument or statement that sounds illogical. </li></ul><ul><li>15.  _____  My sense of balance and coordination is good. </li></ul><ul><li>16.  _____  I often see patterns and relationships between numbers faster and easier than others. </li></ul><ul><li>17.  _____  I enjoy building models (or sculpting). </li></ul><ul><li>18.  _____  I'm good at finding the fine points of word meanings. </li></ul><ul><li>19.  _____  I can look at an object one way and see it sideways or backwards just as easily. </li></ul><ul><li>20.  _____  I often connect a piece of music with some event in my life. </li></ul><ul><li>21.  _____  I like to work with numbers and figures. </li></ul><ul><li>22.  _____  Just looking at shapes of buildings and structures is pleasurable to me. </li></ul><ul><li>23.  _____  I like to hum, whistle and sing in the shower or when I'm alone. </li></ul><ul><li>24.  _____  I'm good at athletics. </li></ul><ul><li>25.  _____  I'd like to study the structure and logic of languages. </li></ul><ul><li>26.  _____  I'm usually aware of the expression on my face. </li></ul><ul><li>27.  _____  I'm sensitive to the expressions on other people's faces. </li></ul><ul><li>28.  _____  I stay &quot;in touch&quot; with my moods.   I have no trouble identifying them. </li></ul><ul><li>29.  _____  I am sensitive to the moods of others. </li></ul><ul><li>30.  _____  I have a good sense of what others think of me. </li></ul><ul><li>  </li></ul>
    14. 14. <ul><li>MULTIPLE INTELLIGENCE SCORING SHEET </li></ul><ul><li>Place a check mark by each item you marked as &quot;true.&quot;  Add your totals.   A total of four in any of the categories A through E indicates strong ability.   In categories F and G a score of one or more means you have abilities as well. </li></ul><ul><li>A B C D E F G </li></ul><ul><li> Linguistic Logical- Musical Spatial Bodily- Intra- Inter- </li></ul><ul><li> Mathematical Kinesthetic personal personal </li></ul><ul><li> 7____ 4____ 2____ 1____ 6____ 26_____ 27_____ </li></ul><ul><li> 8____ 5____ 3____ 9____ 13____ 28_____ 29_____ </li></ul><ul><li>14____ 12____ 10____ 11____ 15____ 30_____ </li></ul><ul><li>18____ 16____ 20____ 19____ 17____ </li></ul><ul><li>25____ 21____ 23____ 22____ 24____ </li></ul><ul><li>Totals: _______ _______ _______ ________ _______ _______ _________ </li></ul>
    15. 15. Reference: Society for quality education. (2011).  Society for quality education . Retrieved from http://www.societyforqualityeducation.org/index.php/blog/read/back-to-the-drawing-board1/ Statewide Parent Advocacy Network. (n.d.).  Multiple Intelligences Worksheets . Retrieved from http://www.spannj.org/BasicRights/appendix_b.htm#test
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