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Strategies for supporting visual and kinesthetic learning styles in all parts of the writing process

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IWCA 2019

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Strategies for supporting visual and kinesthetic learning styles in all parts of the writing process

  1. 1. Strategies for Supporting Visual and Kinesthetic Learning Styles in All Parts of the Writing Process LAUREN ROUSE, UNIV. CENTRAL FLORIDA, RACHEL LARROWE AND HANNAH THORNBY, DEPAUL UNIV. I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  2. 2. workshop outline DISCUSSION POINTS INTRODUCTION your learning style learning styles & our work accessibility in the writing center STATIONS DISCUSSION & WRAP UP I W C A 2 0 1 9 | # I W C A N C P T W 1 9 H 1 1
  3. 3. what is your learning style? FREE WRITE I W C A 2 0 1 9 | # I W C A N C P T W 1 9 H 1 1
  4. 4. share your thoughts DISCUSSING LEARNING STYLES why do you think that this is your learning style? how does this impact your learning? I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  5. 5. writing centers learning by working with groups & other people learning through speech and writing learning through sound and music SOCIAL VERBAL AURAL I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  6. 6. multi-literacy centers EMPLOY MULITSENSORY CHANNELS using a “variety of visual, aural, spatial, and kinesthetic approaches to tap into the intellectual chaos that goes into writing” START AT THE BEGINNING know that all composing processes differ & scaffold from there KNOW THE BASICS have basic understandings of different modes and media for rhetorical communication
  7. 7. "[moving] from a 'adapt your practice for each student' mindset to a 'adapt your practice so that it better reaches all students in the first place' mindset." ALLISON HITT (2012) I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  8. 8. LITERATURE BAZERMAN & TINBERG Writing takes a writer’s ideas and “externalize[s] them into an independent artifact that can be examined, revised, or otherwise worked on by the writer, collaborators, or other people.” UDL "A way of thinking about teaching and learning that gives all students equal opportunity to learn. At its core, UDL means that a teacher designs learning experiences in flexible ways to meet the needs of individual learners" HITT "Developing a multimodal toolkit involves developing rhetorical strategies that push against fixed communicative interactions and present more opportunities for students. The idea is not to max out all sensory options but to provide flexibility." NORDLOF "The first is that a goal for tutoring becomes clear: to help students achieve what they could not do on their own. The second is the idea that the nature of support the tutor provides changes depending on the circumstances." I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  9. 9. Scaffolding provides the metaphor to describe how that development can be encouraged through the use of cognitive and motivational scaffolding techniques that help students develop in ways that they could not do alone. NORDLOF (2014), P. 59 I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  10. 10. stationsVISUAL & BRAINSTORMING with lauren KINESTHETIC with rachel KINESTHETIC & REVISION with hannah I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  11. 11. WHAT DID YOU LEARN WHAT DO YOU STILL WANT TO KNOW discussion I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  12. 12. LEARNING STYLES MULTILITERACY CENTERS UNIVERSAL DESIGN FOR LEARNING SCAFFOLDING summary I W C A 2 0 1 9 |   # I W C A N C P T W 1 9 H 1 1
  13. 13. contact us mthornby@depaul.edu rlarrowe@depaul.edu | @scholarfairy lrouse@knights.ucf.edu | @rouselaurenc HANNAH THORNBY RACHEL LARROWE LAUREN ROUSE
  14. 14. thank you

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