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UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
UP ACE MTL Unit 1   Session 2pdf
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UP ACE MTL Unit 1 Session 2pdf

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Session 2 of the ACE School Leadership of Module on Managing Teaching and Learning - PDF file.

Session 2 of the ACE School Leadership of Module on Managing Teaching and Learning - PDF file.

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  • 1. Module 2: Managing Teaching and Learning Unit 1: Leading and Managing a School as a Learning Organisation Session 2 Presenter: Dr Muavia Gallie (PhD) 14 March 2009 1
  • 2. Content 1. Introduction; 2. Preparing yourself as a curriculum leader; 3. The context for school leadership; 4. Distributed leadership for effective teaching and learning; 5. Establishing a learning culture; 6. Developing plans to manage and lead; 7. Conclusion 2
  • 3. Recap Session 1 3
  • 4. Thoughts on Learning … 4
  • 5. Your brain learn by … 5
  • 6. How do you learn? Like this? Or like this? 6
  • 7. What are we learning? Old view! The key skill was … 7
  • 8. New view of learning … 8
  • 9. But watch out … 9
  • 10. The key skills are … 10
  • 11. And remember … 11
  • 12. Learning Styles Activity #1 • You will be shown a screen with many different numbers in many different colours. • You will have 30 seconds to look at the screen. • When the time is up, you will be asked a few questions about what you saw. 12
  • 13. 0 14 67 42 00 27 72 11 50 16 61 81 13
  • 14. Questions about the slide: 1. What number is in the top right corner? 2. What number is in the lower left corner? 3. What number is in the left center? 4. What number is in the bottom right corner? 5. What was the only white number? 6. What was the highest number on the screen? 7. What was the largest sized number that was shown in orange? 8. What were the two numbers that was shown in yellow? 9. What number was in the top center of the screen? 10. What was the only number shown in black? 14
  • 15. What does it all mean? • Your tendency toward being a visual learner can be VERY LOOSELY based upon the answers to your questions. • Look at the following scale and see where your visual skills rank: 15
  • 16. What does it all mean? • 10 right High Visual Learner • 8-9 right Above Average • 6-7 right Average Visual Skill • 4-5 right Just Below Average • 2-3 right Not exactly a photographic memory • 0-1 right WERE YOU AWAKE? 16
  • 17. Looking at Learning Styles • We will take a look at each of the three learning styles and see what the characteristics are for each. • You will need to fill these in on the chart that you have been given. • While this presentation will be on the web page, the chart will not be filled in. 17
  • 18. VISUAL LEARNERS: • We will take a look at each of the three learning styles and see what the characteristics are for each. • You will need to fill these in on the chart that you have been given. • While this presentation will be on the web page, the chart will not be filled in. 18
  • 19. VISUAL LEARNERS: • 1. Optical Enhancement is the key. • 2. Posters & Charts are useful. – These & photos are the top two methods. – 85% retention rate (average) for use of charts. – 75% retention rate (average) for use of posters or bulletin boards. – Rates higher with explanations. 19
  • 20. VISUAL LEARNERS: • 3. There are more visual learners than other kinds. • 4. It is based on the idea of the positioning of items. • 5. Visual learners are often seen as “daydreamers” because they have to reconstruct pictures in their minds. • 6. Often very intelligent people. 20
  • 21. AUDITORY LEARNERS: • 1. Based on learners who do better by hearing AND seeing new material. • 2. Very likely to ask questions during a lecture. – It offers them a second chance. • 3. Find tape recording lectures useful. • 4. Classical music can help retention. 21
  • 22. AUDITORY LEARNERS: • 4. Classical music can help (continued) – 60% without music (average) – 95% with music (average) • 5. Are very good readers due to practice with reading things out loud. • 6. Quiet times are very frustrating. • 7. This is the 2nd most-found style. • 8. It is the easiest style of learning to pick up if it is a weakness in someone. 22
  • 23. KINESTHETIC LEARNERS: • 1. Based upon the idea that motion is useful for learning. • 2. Hand gestures and positioning of the body are important. • 3. Find it easier to learn with large amounts of space available. – They are often seen as “immature” or “pushy” because they want “their space.” 23
  • 24. KINESTHETIC LEARNERS: • 4. Copying or re-copying material is helpful due to the motion involved. – 90% retention rate (average) for re-copying notes material. • 5. Difficulty in learning in “traditional” educational set-up. – They feel “confined.” 24
  • 25. What is a “learning style”? • “The way that he or she concentrates on, processes, internalizes, and remembers new and difficult information or skills”. – Dr. Rita Dunn, St. John’s University • “Characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment”. – James W. Keefe 25
  • 26. Learning Style - In Simple Terms • Children learn through a combination of these elements: – Physiological Conceptual Understanding – Cognitive – Affective 26
  • 27. Physiological Elements Conceptual Understanding • Physiological elements are primarily biologically-based and vary depending on the learner’s reaction to the physical environment. – Environmental Elements – Emotional Elements – Sociological Elements – Physical Elements. 27
  • 28. Environmental Elements • Sound • Light • Temperature • Design 28
  • 29. Environmental Elements • Sound – Children vary greatly in their ability to concentrate in varied sound environments. Some children require that it be completely silent in order to concentrate. Others have the ability to block out surrounding noise and can become engrossed in their own thoughts. 29
  • 30. Environmental Elements – cont. • Light –It has been found that florescent bulbs emit rays that stimulate analytic children. Thus, analytic children find it hard to concentrate in a dim room. However, these same rays can over-stimulate global children, causing them to loose the ability to concentrate. 30
  • 31. Environmental Elements – cont. • Temperature –Every child is different when it comes to temperature preferences. And, although the temperature of a room does not have any direct bearing cognitively on a child, as a biological response it can affect a child’s attention span. 31
  • 32. Environmental Elements – cont. • Design –Design in a classroom refers to the layout of the room in comparison to the physical needs of the children. Some children can be seated at a desk or table for an extended period of time while others prefer standing or sitting on the floor. 32
  • 33. Emotional Elements • Motivation • Persistence • Responsibility • Structure 33
  • 34. Emotional Elements • Motivation – Motivation and achievement are closely related. If children are not able to learn either because of their ability or the teachers they tend to withdraw from what is happening in the classroom and become either negative or apathetic. 34
  • 35. Emotional Elements – cont. • Persistence – The element of persistence is both emotional and cognitive in nature. When certain students begin a task, they have a strong emotional need to complete the task, thus demonstrating an emotional bond to complete. This emotional desire to finish the assignment is distinctly different from the cognitive ability to remain focused on the task for the duration of involvement. 35
  • 36. Emotional Elements – cont. • Responsibility – These children are follow through on assignments, finish them to the best of their ability, and do so many times without ongoing supervision. However, many times children appear to be less responsible than they truly are. Sometimes this is due to the child’s short attention span and desire to move on to something else. 36
  • 37. Emotional Elements – cont. • Structure – Some children need to know exactly what is expected of them before commencing on an activity. Others want only the objective or goal and prefer to create their own way of accomplishing the assignment. These differences are referred to as structural differences. 37
  • 38. Sociological Elements • Individual sociological patterns vary greatly depending on a child’s age and social experience. Some children learn better consistently in one way. Others learn better by varying the social contexts in which they learn. Knowing the social setting in which children can learn is extremely important in forming their learning setting. 38
  • 39. Sociological Elements • Self – Does the learner work best alone? • Pair – Does the learner work best with someone else? • Peers – Does the learner need the support of his or her peers in the learning experience? • Team – Does the learner work best with a group? • Varied – Give the child the option to work in pairs, groups, or individually. 39
  • 40. Physical Elements • Perceptual • Intake • Time • Mobility 40
  • 41. Physical Elements • Perceptual –This area has to do with the learner's ability to understand and perceive the concept. Some learners need much more contact with an idea or concept than others. 41
  • 42. Physical Elements – cont. • Intake –Through eating, drinking, or smelling, the senses can be actively engaged in the learning experience. By involving as many of the senses as possible the child is more likely to retain the information presented. 42
  • 43. Physical Elements – cont. • Time –Time rhythms refer to the individual’s optimum learning patterns based on the time of the day. Some learners retain much more in the evening, and others are at their peak in the morning. 43
  • 44. Physical Elements – cont. • Mobility –Mobility has to do with a child’s need to change physical position during the learning process. 44
  • 45. Cognitive Elements Conceptual Understanding • Brain Dominance • Conceptual Tempo • Mind-styles • Psychological Differentiation • Modality • Multiple Intelligences 45
  • 46. Brain Dominance – What is the way in which the brain analyzes information? • Analytical – Analytical children patch details together in the exact opposite way globals do. Once a strongly analytic student begins a task, that student has a strong emotional compulsion to complete it. 46
  • 47. Brain Dominance – cont. • Global – Globals need an overall comprehension of what’s being covered first, and then they can look at the details. Globals tend to concentrate on difficult academic studies for a relatively short amount of time. 47
  • 48. Brain Dominance – cont. • Integrated –Try to vary the types of activities offered to engage both types of learners. 48
  • 49. Conceptual Tempo • Impulsive – Impulsive children are those who blurt out answers, behave impetuously, and speak before they think. • Reflexive – Reflexive children are many times perceived as more intelligent because they act more thoughtful. 49
  • 50. Mind-styles • Concrete Sequential – Emphasis on the concrete world of the physical senses; sequential step-by-step linear progression of thought; instinctive, methodical, deliberate; ordered, practical, quiet, stable. • Abstract Random – Random web-like and multi-dimensional; emotional, perceptive, critical; metaphoric, uses gestures and body language, colorful. 50
  • 51. Mind-styles – cont. • Abstract Sequential – Abstract world of the intellect based upon concrete world; focuses attention on facts, documentation, concepts, and ideas; uses precise rational and is highly verbal. • Concrete Random – Intuitive, instinctive, impulsive, and independent thinking processes; uses practical demonstration to validate or to prove. 51
  • 52. Psychological Differentiation • Field Dependence – The field independent learner “tends to articulate figures as discrete from their backgrounds”. These learners can differentiate objects from their backgrounds. They have more of an ability to handle tasks the require analysis or comparison. • Field Independence – The field dependent learner tends to experience events in consonant fashion. They tend to identify with a group. 52
  • 53. Modality • Young children first begin learning kinesthetically. They experience everything they learn. As they develop, children next develop tactual preferences. A young child will try touching everything he or she comes near. Then, finally visual and auditory abilities develop as the child develops. 53
  • 54. Modality – cont. • Visual – Visual learners remember what they see and can recall details through picturing what they have seen. Allow these children to view the material in advance to class, so that they can visualize what they will be taught. • Auditory – An auditory learner is defined as “one who recalls at least seventy-five percent of what is discussed or heard in a normal forty to forty-five minute period”. These learners remember what they hear and can recreate what they hear by focusing on what was said in the lesson. 54
  • 55. Modality – cont. • Tactile – Tactile learners use their fingers and hands while concentrating. These children remember more easily if they are drawing, doodling, writing, or somehow using their fingers. Hand motions for songs. Flipcharts, flashcards, puzzles • Kinesthetic – Most children who have problems in tradition classroom settings are kinesthetic learners. They often can not remember too much of what they are shown or many specifics. They learn best be a combination of tactile and kinesthetic experiences 55
  • 56. Modality – cont. • Integrated –Allow children to develop their own visual aids to help them learn. Give them the option to create for themselves the kinesthetic resources which would best benefit them in their learning experience. 56
  • 57. Multiple Intelligences • Howard Gardner's theory holds that all learners are intelligent, based on these six different areas. The level of intelligence in each area varies, and these different self-explanatory levels help describe each individual learner. 57
  • 58. Multiple Intelligences – cont. • Bodily Kinesthetic –The body is used in skilled ways, with or without objects, involving fine and gross motor movement. • Linguistic –These are gifted communicators, poets, and journalists. The have knowledge or word meaning or semantics. 58
  • 59. Multiple Intelligences – cont. • Musical –Needs to have musical activities planned in order to bloom as much as the child gifted in language. • Spatial –These learners are more visual or think in pictures and images. 59
  • 60. Multiple Intelligences – cont. • Intrapersonal –These learners are self-reliant, self- confident, and retrospective. They need time to daydream and space to be alone. • Interpersonal –These learners have many friends and learn best in a social context. 60
  • 61. Affective Elements Conceptual Understanding • Affective elements are the motivational forces within a learner typically viewed as stimulating and guiding behavior. –Conceptual Level –Psychological Types 61
  • 62. Conceptual Level • High –These students are more independent. They enjoy individual projects, problem solving, and a choice of assignments. • Low –These see environment as fixed and rigid. They are not able to look at alternative solutions to problems. 62
  • 63. Psychological Types • Thinker – These learners are more objective and reason logically their decisions. • Sensor – These learners relate best to the real world and concrete experiences. • Feeler – These learners make decisions based more on their emotions and insight than reason. • Intuitor – These learners relate to the world through intuition. They are more global and more apt to dislike detailed work. 63
  • 64. Application in the Classroom • Understand that your learners don’t all learn the same way you do • Child involvement is key • Utilise as many senses as possible • Be flexible • Try new things • Pray for direction – ALWAYS! 64
  • 65. Homework 2.1 • Go onto the internet - to www.google.co.za; • In the search block, type in “learning styles questionnaire”; • On the list, look for the following = Learning Styles Questionnaire (www.vark-learn.com/english/page.asp?p=questionnaire); • Go into this website - You are now in the VARK website; • On the left side, you will see “Questionnaire” (click on it); • The VARK Questionnaire will appear - you now need to complete the questionnaire (answers all the questions as honestly as possible); • At the bottom (when finished), press “Ok”; • Your score (learning style) will be analysed by the system; • Make a printout of your results. • Write a one-page analysis of what you see in your score, and whether that information is useful to you!! 65
  • 66. Quote of the Day! You have to know a lot to know how little you know. 66

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