Solving the Resource Problem Other Handouts and Notes
# Group Work – Skill 1: (Date) Listening AttentivelyGood group work starts with good listening.It important for not only you but for othergroups to listen carefully to each other inorder to understand each other’s needs andto address the task(s) at hand mosteffectively.How to listen attentively- 1. Make eye contact 2. Concentrate on the person talking and stop doing other things 3. Try to understand how the speaker feels 4. Wait to speak until the speaker has finished
# Group Work – Skill 2: (Date) Recognizing Learning Style DifferencesEven good listeners will not always work welltogether in every group.Why is this? There are a number of otherfactors. But one possible big cause could bea difference in their learning styles.Example – Partner A and B have to make adiagram. Partner A is having great fun andtries very hard. However, Partner B seemsso bored and inattentive. He keeps tellingjokes. He gets water 3 times in 10 minutes.What is going on? Partner A and B mostlikely learn differently. They need torecognize their learning style differencesand make changes to succeed better.
Possible Strategies- 1. Be aware of your own learning styles- ex. verbal, auditorial, visual, kinaesthetic…etc. * see handout 2. Listen attentively to recognize your partner’s learning styles 3. Show your understanding of your differences 4. Try your partner’s style – you might grow as a learner! 5. Compromise by finding a new way to complete the task together 6. Compromise by finding separate supporting ways to complete the task
Types of Learning Styles-Identifying your learning style and your partner’s learning style isanother important skill for good group work.The following styles are some of the most common kinds.* Also note, people may have more than one style and in differentsituations. 1. Verbal Learners- they like learning by talking 2. Auditorial Learners- they learn best by listening 3. Visual Learners- they learn best by seeing pictures 4. Kinaesthetic Learners- they learn best by motion 5. Tactile Leaners- they learn best by touching things 6. Global Learners- they learn best by knowing the “big picture” first 7. Sequential Learners- they like putting pieces of learning together in order 8. Active Learners- they learn best by doing first and thinking while doing 9. Reflective Learners- they learn best by thinking quietly first and doing later 10. Sensing Learners- they like being told facts by others 11. Intuitive Learners- they like discovering things on their own to learn 12. Individual Learners- they learn best alone. 13. Group Learners- they learn best with one other person or more
Understanding Your Learning Style QuestionnaireInstructions- 1. Answer all questions by putting a check in the appropriate opinion box. 2. Record your points for each learning style box. 3. Calculate your score for each learning style box 4. Observe the score meaning box to determine your learning stylesPart 1 – Answer all questions by putting a check in the appropriate opinion box. SA A U D SD Strongly Agree Undecided Disagree Strongly agree Disagree X Item SA A U D SD 1. When the teacher tells me the instructions I understand better. 2. I prefer to learn by doing something in class. 3. I get more work done when I work with others. 4. I learn more when I study with a group. 5. In class, I learn best when I work with others. 6. I learn better by reading what the teacher writes on the chalkboard. 7. When someone tells me how to do something in class, I learn it better. 8. When I do things in class, I learn better. 9. I remember things I have heard in class better than things I have read. 10. When I read instructions, I remember them better. 11. I learn more when I can make a model of something. 12. I understand better when I read instructions. 13. When I study alone, I remember things better.
14. I learn more when I make something for a class project.15. I enjoy learning in class by doing experiments.16. I learn better when I make drawings as I study.17. I learn better in class when the teacher gives a lecture.18. When I work alone, I learn better.19. I understand things better in class when I participate in role-playing.20. I learn better in class when I listen to someone.21. I enjoy working on an assignment with two or threeclassmates.22. When I build something, I remember what I have learnedbetter.23. I prefer to study with others.24. I learn better by reading than by listening to someone.25. I enjoy making something for a class project.26. I learn best in class when I can participate in relatedactivities.27. In class, I work better when I work alone.28. I prefer working on projects by myself.29. I learn more by reading textbooks than by listening tolectures.30. I prefer to work by myself
2. Record your points for each learning style box. i. 5 of your questions fit into each learning category box below. ii. Each of your answers has point rating. iii. Put the right point weight for each answer under the score column SA A U D SD Strongly Agree Undecided Disagree Strongly agree Disagree 5 4 3 2 1** If you need help, please ask your teacher. Visual Tactile Question Score Question Score 6 11 10 14 12 16 24 22 29 25 Total Total Score = Total x 2 Score = Total x 2 Auditory Group Question Score Question Score 1 3 7 4 9 5 17 21 20 23 Total Total Score = Total x 2 Score = Total x 2
Kinesthetic Individual Question Score Question Score 2 13 8 18 15 27 19 28 26 30 Total Total Score = Total Score = Total x2 x23. Calculate your score i. Total your points in each box ii. Times your totals by two to get the final score for each box4. Determine your learning style(s)--> Note the point range in the box below to determine if a learning style a major preference, minorpreference or negligible. Major learning Style Preference 38-50 Minor Learning Style Preference 25-37 Negligible 0-24
Identifying Your Learning Style- Exercise 2: The Eight IntelligencesAnother way to categorize learning styles is according to intelligences. There are eight common onesbelow.Task- 1. Read all eight intelligences carefully. 2. Answer the questions at the end on paper in the Other Section of your binder Verbal/LinguisticVerbal/Linguistic intelligence refers to an individuals ability to understand and manipulate words and languages.Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and otherforms of verbal and written communication. Students can enhance their verbal/linguistic intelligence by keepingjournals, playing word games, and discussion. People with strong rhetorical and oratory skills such as poets,authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, andMartin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have beenhighly valued in education and learning environments. Logical/MathematicalLogical/Mathematical intelligence refers to an individuals ability to do things with data: collect, and organize,analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships.These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns.They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematicalproblems. Being strong in this intelligence often implies great scientific ability. Students can strengthen thisintelligence by using computer programming languages, critical-thinking activities, linear outlining, cognitivestretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentationof subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, NiehlsBohr, and John Dewey. Visual/SpatialVisual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength inthis area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learnmost readily from visual presentations such as movies, pictures, videos, and demonstrations using models andprops. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. Theseindividuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solvingmazes and jigsaw puzzles. Students can develop this intelligence by utilizing charts, graphs, diagrams, graphicorganizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could becharacterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia OKeefe are some examples ofpeople gifted with this intelligence. Bodily/KinestheticBodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in theirbodies. These people like to move around, touch the people they are talking to and act things out. They are good atsmall and large muscle skills; they enjoy all types of sports and physical activities. They often express themselvesthrough dance. Students can grow in this area of intelligence through the use of touching, feeling, movement,improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxationexercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova,and Jim Carrey.
NaturalisticNaturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including amastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are awareof species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaursto algae and cars to clothes. Students can best develop this intelligence by using relationships among systems ofspecies, and classification activities. The study of relationships such as patterns and order, and compare-and-contrast sets of groups or connections to real life and science issues are encouraged. Charles Darwin and John Muirare examples of people gifted in this way. Musical IntelligenceMusical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, andtones and the capability to compose music. Students can advance their musical intelligence by playing music forthe class and creating lyrics about the material being taught. Composers and instrumentalists are individuals withstrength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples. InterpersonalAlthough Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplaybetween the two and they are often grouped together. Interpersonal intelligence is the ability to interpret andrespond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires goodcommunication and interaction skills, and the ability show empathy towards the feelings of other individuals.Students can develop their Interpersonal Intelligences by doing group work and participating in cooperativelearning activities. Counselors and social workers are professions that require strength in this area. Some examplesof people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton. IntrapersonalIntrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of InterpersonalIntelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their ownemotions, motivations, and be aware of their own strengths and weaknesses. Reflective activities such as journalingcan awaken students Intrapersonal Intelligence. It is important to note that this intelligence involves the use of allothers. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence.Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals whoexhibited strong Interpersonal Intelligence in their lifetimes.There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This isExistential intelligence, which encompasses the ability to pose and ponder questions regarding the existence --including life and death. This would be in the domain of philosophers and religious leaders.The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.Table 1. Summary of the Eight IntelligencesIntelligence Learns best Strengths Preferences NeedsArea through Hearing and seeing Write, read, tell words, speaking, Writing, reading, Books, tapes, paper stories, talk, reading, writing,Verbal / memorizing dates, diaries, writing tools, memorize, work discussing andLinguistic thinking in words, dialogue, discussion, at solving debating telling stories debated, stories, etc. puzzlesMathematical/ Math, logic, problem- Question, work Working with Things to think about and
Logical solving, reasoning, with numbers, relationships and explore, science patterns experiment, solve patterns, materials, manipulative, problems classifying, trips to the planetarium categorizing, and science museum, working with the etc. abstract Working with LEGOs, video, movies, Maps, reading charts, Draw, build, pictures and colors, slides, art, imaginationVisual / drawing, mazes, design, create, visualizing, using games, mazes, puzzles,Spatial puzzles, imagining daydream, look the minds eye, illustrated book, trips to things, visualization at pictures drawing art museums, etc. Role-play, drama, things Touching, moving, to build, movement, Athletics, dancing, Move around,Bodily / knowledge through sports and physical crafts, using tools, touch and talk,Kinesthetic bodily sensations, games, tactile acting body language processing experiences, hands-on learning, etc. Picking up sounds, Sing-along time, trips to Sing, play an Rhythm, singing, remembering concerts, music playing atMusical instrument, listen melody, listening to melodies, rhythms, home and school, to music, hum music and melodies singing musical instruments, etc. Leading, organizing, Friends, group games, Comparing, understanding people, Talk to people, social gatherings, relating, sharing,Interpersonal communicating, have friends, join community events, clubs, interviewing, resolving conflicts, groups mentors/ apprenticeships, cooperating selling etc. Recognizing strengths Working alone, Work alone, Secret places, time alone, and weaknesses, having space,Intrapersonal reflect pursue self-paced projects, setting goals, reflecting, doing interests choices, etc. understanding self self-paced projects Working in nature, Understanding nature, Order, same/different, Be involved with exploring living making distinctions, connections to real lifeNaturalistic nature, make things, learning identifying flora and and science issues, distinctions about plants and fauna patterns natural events Questions- (write ¼ page minimum for each question) 1. Which intelligence do you think matches yourself the best? Why? 2. Which intelligence would you like to develop more? Why? Group Work Skill 2- Recognizing and Dealing With Learning Style Differences
Activity: Role Play – Watch, Create and Present* Today, you will complete a 3 part activity as follows: 1. You will watch 1-2 role plays and try to identify learning style differences as well as problems and possible solutions relating to them 2. Then, you will create 1-2 role plays of your own 3. Last, you will present one role play to the class for further insight and feedbackPart 1 – Role Play – WatchInstructions:1. Your teacher and some student volunteers will model a role play2. Watch them.3. Also, try to identify 3 things: a) the student’s learning styles ,b) a problem, c) solutions * Fill in all blanks below as you watchRole Play –Partner 1’s Name: _________________________Partner 1’s Learning Style: _______________________Partner 2’s Name: _________________________Partner 2’s Learning Style: _______________________Partner 3’s Name: _________________________Partner 3’s Learning Style: _______________________Problem: ______________________________________________________________Solution(s): ____________________________________________________________Part 2 – Role Play – CreateInstructions- 1. Choose one option below: Option 1 – Create a guided role play by filling in blanks or spaces OR Option 2- Create your own role play using the suggested ideas on the small handoutChoice 1 – Guided Role-Play* Fill in all blanks and spaces to complete your role play A. Starting Ideas Partner 1’s Name: __________________________________ Partner 1’s Learning Style(s): Verbal Learner and Active Learner Partner 2’s Name: __________________________________ Partner 2’s Learning Style(s): Verbal Learner and Active Learner Partner 3’s Name: __________________________________ Partner 1’s Learning Style(s): Reflective Learner Problem – Partner 1 and 2 want to start the science challenge right away. Partner 3 wants time to think about what to do alone. Partner 1 and 2 think Partner 3 is not good at science because he/she can’t do anything right away. B. Problem Dialogue
Partner 1: Okay let’s start the challenge. We have to build a _____________________. Partner 2: Sounds good. Okay, I think first we have to __________________________. Partner 1: What do you think <Partner 3>? Partner 3: Well …Um.. Let me think here… Partner 2: Come on <Partner 3>. Let’s just do it now. We don’t have a lot of time anyways. Just say an idea. Partner 3: Um…. Partner 1: Okay. I know. After we make ________________, we have to next _________________ Partner 2: Right! And then we have to ________________ and then _______________ Partner 3: I have to go to the washroom….. Partner 2: Right now? But you haven’t said anything yet! Why don’t you help out more. We are doing everything and __________________ C. Solution Dialogue (Partner 3 is in washroom) Partner 2: Why does (partner 3) do nothing? Is he/she stupid? Partner 1: No wait. He/she said he/she needs time to think first. Why don’t we just give (partner 3) ______________________________________________________________ Partner 2: Okay! That might work. Here he/she comes now! Partner 3: Look guys. I want to help but I just ___________________________________ Partner 1: We know. Here why don’t you _____________________________________ Partner 3: Sounds great! Partner 2 : Yeah!!Now go to end of handout for Part 3.Choice 2 – Your Own Role-Play* Complete all blanks and write ideas (or speech lines) if you want. A. Starting Ideas Partner 1’s Name: __________________________________ Partner 1’s Learning Style(s):_______________________________________________ Partner 2’s Name: __________________________________ Partner 2’s Learning Style(s): _______________________________________________ Partner 3’s Name: __________________________________ Partner 1’s Learning Style(s): _______________________________________________ Problem – ______________________________________________________________ _______________________________________________________________________
B. Problem Dialogue * Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below. C. Solution Dialogue * Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below.Part 3 – Present*Now get ready to present your dialogue to the class. Practice acting your dialogue out!* The class will try to guess your problem and solution give you other feedback too