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This presentation is a one hour lesson highlighting the need for multiple resources and methods of supporting learners. Activity includes taking nidividual MI profiles (graphed) and laying each over ...

This presentation is a one hour lesson highlighting the need for multiple resources and methods of supporting learners. Activity includes taking nidividual MI profiles (graphed) and laying each over top of the next to identify strength of working in groups.



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Learnstyle08 Learnstyle08 Presentation Transcript

  • Learning Preference: “ A learners selection or choice of certain types of activities, situations or climate” Learning Style: “ An attribute of a learner used to interact with the learning situation”
    • Preference:
    • Myers – Briggs: Personality Variables
    • Multiple Intelligences: Innate Talent
    • Style:
    • Barb & Swassing/Torres/Fleming: Inputs
    • Kolb: perceiving and processing
  • “ Intelligence”
    • What is Intelligence?
    • Gardner says……
    • It’s the ability:
        • To solve problems
        • To handle crises
        • To produce something of value to one’s culture
  • Intelligence is a multiple phenomenon that occurs in many different parts of the brain/mind/body system. There are many forms of intelligence, many ways through which people know and understand themselves and the world. Gardner says there are at least eight .
    • Intelligent thoughts
    • Intelligence is not a static state reality that is fixed at birth. It is a dynamic, ever-growing, changing reality throughout one’s life.
    • Intelligence can be improved, expanded, and amplified. The only limit to one’s intelligence seems to be individual beliefs about what is possible.
    • Intelligence can be taught to others. One can learn how to be more intelligent by activating more levels of perception and knowing within daily living
    • Your MI Profile
    • Your unique profile; your ability to learn new information, see the world and evolve understanding
    • A persons natural approach to interacting with their environment
  • Visual-Spatial Interpersonal Bodily-Kinesthetic Musical-Rhythmic Mathematical-Logical Naturalist Intrapersonal Verbal-Linguistic
    • Think in pictures and images
    • Good with spatial relations
    • Learn through visuals
    • “ See” solutions
    • Think in words
    • Sensitive to rhythms of words
    • Communicate well through writing
    • Learn by reading, writing, discussion
    • Introspective
    • Know themselves well
    • Have strong opinions and beliefs
    • Need time to process information
    • Keen observers
    • Aware of environment
    • Can discern patterns well
    • Learn though classification
    • Use abstract symbols
    • Enjoy working with numbers
    • Learn through application of logic
    • Rigorous, analytical, scientific thinkers
    • Comfortable with groups
    • Understand others’ motivations
    • Can influence others’ opinions/beliefs
    • Learn through interaction with others
    • Well-coordinated
    • Enjoy physical activity
    • Use gestures and body language
    • Learn though hands-on activity
    • Understand musical rhythms, patterns
    • Emotions, intellect sensitive to music
    • Perform, create music
    • Enjoy music
  • Intelligence is… knowing that you don’t know everything. We need others to support our own learning.
  • Inputs
  • Visual Learners Visual learners relate most effectively to written information , notes, diagrams and pictures. Typically they will be unhappy with a presentation where they are unable to take detailed notes - to an extent information does not exist for a visual learner unless it has been seen written down. Visual learners make up around 65% of the population .
  • Auditory Learners Auditory learners relate most effectively to the spoken word . They will tend to listen to a lecture, and then take notes afterwards, or rely on printed notes . Often information written down will have little meaning until it has been heard - it may help auditory learners to read written information out loud. Auditory learners make up about 30% of the population .
  • Tactile/Kinesthetic Learners Kinesthetic Learners learn effectively through touch and movement and space , and learn skills by imitation and practice . Predominantly kinesthetic learners can appear slow, in that information is normally not presented in a style that suits their learning methods. Kinesthetic learners make up around 5% of the population .
  • What can I do?
    • Visual Learners:
    • Need to see the teacher's body language and facial expression to fully understand the content
    • Prefer sitting at the front of the classroom to avoid visual obstructions
    • Learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs
    • Use C o l o r ! ( see this presentation for an example )
    • During a lecture or classroom discussion allow opportunity to take detailed notes
    • Auditory Learners:
    • Use verbal lectures, discussions, and allow opportunity to talk things through / listen to what others have to say
    • These learners often benefit from reading text aloud and using a tape recorder
    • use verbal analogies, and story telling to demonstrate your point
    • create mnemonics to aid memorization
    •   Tactile/Kinesthetic Learners:                         
    • Tactile/Kinesthetic persons learn best through a hands-on approach / actively exploring the physical world around them
    • Provide variety in materials and activities that allow for mobility ( find it hard to sit still for long periods)
    • Allow for activities that requires them to be standing
  • Perceiving & Processing
  • The cycle of learning FEELING Thinking Doing Watching Changing Learning into Knowledge by action Changing Learning into knowledge by thinking Taking in information through senses Taking in information through thinking
    • Types
    • Diverging: Combining learning steps of Concrete Experience and Reflective Observation.
    • Assimilating: Combine learning steps of Reflective Observation and Abstract Conceptualization
    • Converging: Combines learning steps of Abstract Conceptualization and Active Experimentation
    • Accommodating: Combines learning steps of Active Experimentation and Concrete Experience