This document discusses various theories and models for understanding how students learn including learning styles, thinking styles, and multiple intelligences. It describes learning styles models proposed by Rita and Kenn Dunn and David Kolb. It also discusses assessing students using pre-assessments, surveys, portfolios, and various informal assessment strategies during and after learning. The goal is to understand each student's unique way of learning in order to meet their individual needs.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Presented at the Agile2015 conference. Discover three keys to creating authentic learning experiences for your clients. How do you know that they are learning? Are you sure?
O idee pe care am avut-o acum trei ani de zile si pe care vad acum ca vrea guvernul impreuna cu ANPC sa o puna in aplicare. http://www.mediafax.ro/social/sistem-de-monitorizare-a-preturilor-bunurilor-de-consum-lansat-anul-viitor-de-consiliul-concurentei-13654690
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
This workshop illustrates education-teaching strategies using evidence-based methods from SIOP 1 and flipped classrooms 2. Its objective is providing alternative-teaching methods to improve adult education by incorporating hands-on experiences that increase participation and engagement, and validates students’ experiences.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Presented at the Agile2015 conference. Discover three keys to creating authentic learning experiences for your clients. How do you know that they are learning? Are you sure?
O idee pe care am avut-o acum trei ani de zile si pe care vad acum ca vrea guvernul impreuna cu ANPC sa o puna in aplicare. http://www.mediafax.ro/social/sistem-de-monitorizare-a-preturilor-bunurilor-de-consum-lansat-anul-viitor-de-consiliul-concurentei-13654690
How would you like to pay less than a penny for color?Xecutive
Xerox has hit GREEN for the customer as well as the planet, with our solid ink cartridge FREE technology. Allowing customers who would like to print color, to print it for less than a PENNY!
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
Teaching with Purpose: Creating a Positive Climate for Student Success Dr. Val Margarit
Each semester or school year creates an excellent opportunity for a fresh start for learning and achieving excellence. What happens on the first day of class often sets the tone for the entire semester. Students come to class with different expectations, skills, behaviors, and motivations. Effective teachers use students’ profile to inform their teaching practices and ensure every student achieves success.
IB PYP dunia is a network that consists of IB PYP schools around Indonesia. One of the programs that they have is the PYP Dunia Job- Alike, where teachers have opportunities to learn from each other in a kind of discussion session with other PE teachers from IB PYP Schools around Indonesia.
A power point presentation to support classroom desing and lesson planning. This is an idea brough from the US, which tends to help teachers to understand the departure point to reach students' learning.
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
3. Learning-Styles Model
(Rita and Kenn Dunn)
•Auditory: spoken material, discussion, songs, stories
•Visual: written material, illustrations, diagrams
•Tactile: touching and manipulating objects,
concrete experiences
•Kinesthetic: experience, physical activity, teaching
others what they know
•Tactile/Kinesthetic: physically involved, role play,
simulations, freedom to move around
5. Factors that affect learning
•Noise Level
•Design Structure
•Motivation and Persistence
•Responsibility
•Structure
•Grouping
6. Thinking Styles
Anthony Gregorc
•Concrete Random – experimentation
•Concrete Sequential – organization and structure,
sensory-based evidence
•Abstract Sequential – analytical, logical, independent
investigation
•Abstract Random – emotional, reflection,
personalized information
7. Thinking Styles
David Kolb
•Accommodators – creative, out-of-the-box
•Convergers – clear goals and timelines, only want
to know what’s useful/relevant
•Assimilators – dig deep into content, patient
•Divergers – caring environments, sense of
community
12. Multiple Intelligences
Howard Gardner
Linguistic Bodily/Kinesthetic
Logical/Mathematica
l Interpersonal
Visual/Spatial Intrapersonal
Musical Naturalist
Existential
13. How are you smart?
We can create learning profiles for
students through:
•Observations
• Using a variety of strategies
• Student self-evaluation - surveys,
questionnaires, etc.
• Logs/Journals
It is important for teachers to build a repertoire of strategies
that meets each child’s unique learning style and intelligence.
14. CHAPTER 4:
ASSESSING THE C
LEARNER
Amanda Ballard, Stephany Lawhon, and Sarah Tennyson
15. Pre-Assessment
Take a post it note and answer the question:
What do you already know about pre-assessment?
When your finished place the
post it on the board.
16. Pre-Assessment
Pre-Assessment shows the teacher:
•What the students already know
•What further instruction is needed
•What requires re-teaching or
enhancement
•How to set up flexible groups
17. Steps of Pre-Assessment
Pretest
•Covers whole unit of group
•Recall facts
•Interpret information (charts, graphs, etc.)
•Asks open-ended questions
•Asks students to use the information to show
another way form or situation.
18. Steps of Pre-Assessment
Informal Pre-Assessment
•Use interest surveys
•Demonstrate with manipulatives
•Use dialogue to find what students what to
learn, and how they feel about the topic
19. Steps of Pre-Assessment
Rank Scores
•Determine appropriate uses of flexible
groupings
•Form timelines for the unit
•Discover the number of students at different
levels of mastery
21. Surveys
•Help teachers:
•Know the different learners in their
classrooms
•Find out students’ prior knowledge
and experiences
22. Assessment Tools Used DURING
Learning
•Thumb it
•Fist of Five
•Face the Fact
•Reaching for the Top
•Speedometer Reading
23. Reflections AFTER Learning
•Wraparounds
•Talking Topic
(Variation A and B)
•Conversation Circles
•Donut (Variation A
and B)
•Rotation Reflection
•Paper Pass
•Draw It!
•More Ideas!
•Grand Finale
Comment
24. Portfolios
What are they?
•A collection of student work for specific
purposes
•Identify progress
•Show evidence of success
•Support evaluation and grading
•Show what needs to be learned
•Help keep track and reflect
25. Portfolios
Why do we use them?
•Richard Striggins suggests that portfolios are like a
color video with sound, much more vivid than just
a test paper
•They support evidence
•Students take ownership of their work
27. Collect
•Collect data throughout the school year
Select
• Homework
• Projects
• Written pieces
• Tests
• Assignments
• Videos
•Best piece or ”I’m proud
of” piece
•Work in progress
•Student/teacher
selection
•Most improved or most
difficult piece
•Special or free choice
•Pieces to be deleted
28. Reflect
Student reflects on
•Why piece was selected
•What criteria the piece satisfies
Project
• Students see
• where they need improvement
• where they can celebrate
• growth
•Each portfolio is unique and different from the rest,
just like the student
29. Grading
Reasons for grading
•Measure content mastery
•Chart progress
•Motivate students
•Provide information to a variety of audiences
Ongoing Assessments
•Compares pre- and post-performance
•Evaluates material studied
•Designed to address individual or group
30. Authentic Tasks
•Students perform tasks in a realistic, real-world
context
•Demonstration
•Presentation
•Role-playing
Examples?
31. Activity
How do you make
a peanut butter
and jelly
sandwich?
32. Final Grades
Grades can be demoralizing towards students
•Observable, factual statements
Omit adjectives and adverbs
•Based on level of competency
not compared to rest of the class
•Always honor persistence, tenacity, and effort
34. Exit Ticket
1. Which of the following is NOT a factor that affects learning?
a. Grouping c. Color
b. Noise level d. Motivation
2. TRUE OR FALSE? Portfolios help track and reflect.
3. Speedometer, Fist of Five, and Face the Fact are all examples of
what type of assessment?
a. Assessment during learning c. Reflection after learning
b. Portfolio d. Pre-assessment
4. TRUE OR FALSE? Learning styles only affect the teacher.
5. Name at least 4 of Gardner’s 9 Multiple Intelligences.
Editor's Notes
Give each person a colored sticky note-this will determine groups. Each group will make a paper airplane. Blue group will read written instructions on a handout (visual). Pink group will hear verbal instructions (auditory). Yellow group will watch and do WITH [Amanda?] (tactile).
Everyone receives a strip of paper with one of the thinking styles on it. The class’ task is to align each of the four models with each other (see page 31). We’ll make a chart to fill in the strips with so they see the overall connection/relation between each model.
First group- Poem or rap
Second group- checklist
Third group-draws pictures or makes a skit???