prepared by michelle i. mckeogh copyright © allyn & bacon 2008 learning styles this multimedia...

Copyright © Allyn & Bacon 2008Prepared by Michelle I. McKeogh

Learning Styles

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Using Technology in the ClassroomUsing Technology in the ClassroomGary G. Bitter & Jane M. LegacyGary G. Bitter & Jane M. Legacy

Chapter 6Chapter 6

Copyright © Allyn & Bacon 2008

VARK Learning Styles

V

A

R

K

Visual Aural Read/Write Kinesthetic


Study Practices

• Select your particular preference(s) to see how you should:

– Take in information to perform well and learn effectively


Appealing to Visual Learners

• Teachers must keep in mind that visual learners are interested in color, layout, and design.


Visual Study Strategies

• Textbooks with diagrams and pictures

• Highlight & Underline

• Remembering the format material is presented in

• Pictures, posters, slides


Appealing to Aural Learners

• As teachers, we must remember that students are going to remember the funny stories, jokes, and examples we give them. Aural learners are listening.


Aural Study Practices

• Prefer to have everything explained to them versus reading it for themselves

• Discuss topics with teachers & others

• Use a tape recorder

• Describe the lesson to someone who wasn’t there


Appealing to Read/Write Learners

• These learners will be happier with each new handout they receive from their teacher. Appeal to these learners by turning visuals such as diagrams, charts or illustrations into words.


Read/Write Study Strategies

• Create lists using headings

• Write out definitions

• Read and write your notes repeatedly

• Review the text


Appealing to Kinesthetic Learners

• Provide your kinesthetic learners with opportunities for “hands on” learning. They need to experience the lesson in order for them to understand it. Try using case studies to illustrate the main points of the lesson.


Kinesthetic Study Strategies

• Remember what you sensed around you at the time of the lesson (ie. sight, touch, taste, smell, hearing)

• Recall – field trips– experiments– trial and error– Hands-on

approaches


Multimodal Preferences

• You have multiple preferences

• 50% - 75% of the population fits in this group

• Some people have equal preferences for all 4 modes due to adapting to the mode being used or requested


Myers Briggs Type Indicator (MBTI)

Based on the MBTI® Instrumenthttp://www.capt.org/The_MBTI_Instrument/Home.cfm


Myers Briggs Type Indicator (MBTI)

• Our personality plays an important part in determining our learning style.


Dimensions

1. Extroversion vs. Introversion

2. Sensing vs. Intuition

3. Thinking vs. Feeling

4. Judging vs. Perceptive


Introversion vs. Extroversion

• “This indicates whether a learner prefers to direct attention towards the external world of people and things or toward the internal world of concepts and ideas. This preference tells us from where people get their energy.”

http://www.capt.org/The_MBTI_Instrument/Home.cfm


Introversion vs. Extroversion

– Find energy in the inner world of ideas, concepts, and abstractions

– Want to relate new information to old

– Reflective thinkers

– Prefer interaction with others, action-oriented

– Talk more than listen

– Learn by teaching others


Sensing vs. Intuition

• “This indicates whether a learner prefers to perceive the world by directly observing the surrounding reality or through impressions and imagining possibilities.”



Sensing vs. Intuition

• Rely on their 5 senses• Detail-oriented• Learners prefer

organized, linear, and structured lectures

• Step-by-step learning

• Innovative thinkers• Trust hunches and

look for “big picture”• Learners prefer

concept maps and compare and contrast tables


Thinking vs. Feeling

• “This indicates how the learner makes decisions, either through logic or by using fairness and human values.”



Thinking vs. Feeling

• Value fairness• Logical, straight-

forward thinkers • Prefer clear goal and

objectives

• Value harmony by focusing on human values to make decisions or judgments

• Persuasive and good mediators

• Enjoy small group exercises


Judging vs. Perceptive

• “This indicates how the learner views the world, either as a structured and planned environment or as a spontaneous environment.”



Judging vs. Perceptive

• Decisive, self-starters• Focus on completing

the task• Can be encouraged by

offering self-improvement

• Deadline oriented

• Curious, adaptable, and spontaneous

• Postpone doing assignments

• Breaking down complex projects will help keep them on target


Tapping Into Multiple Intelligences

Based on Howard Gardner’s Theory


What Is Intelligence?

• Utilizing newly acquired knowledge to resolve problems or conflicts to improve a situation.


Who is Howard Gardner?

• Claims that all humans have multiple intelligences which can be nurtured and strengthened or ignored and weakened.

• He believes each individual has nine intelligences.


The 9 Intelligences:

1. Verbal-Linguistic

2. Mathematical-Logical

3. Musical

4. Visual-Spatial

5. Bodily-Kinesthetic

6. Interpersonal

7. Intrapersonal

8. Naturalist

9. Existential


Theory Concepts:

• All human beings possess all nine intelligences in varying amounts.

• Each person has a different intellectual composition.


How can applying M.I. theory help students learn better?

• Students begin to understand in what ways they are intelligent.– Identify their strengths

• We can improve education by addressing the multiple intelligences of our students.


Understanding the Balance

• When students understand the balance of their own multiple intelligences they begin:

• To manage their own learning

• To value their individual strengths


To Help Understand How Students Learn Best

• Take a Multiple Intelligences Self-Inventory.– http://www.thirteen.org/edonline/concept2class

/mi/index.html


Applying MI in the Classroom

• Teachers are creating lesson plans specifically geared towards addressing the multiple intelligences of their students.

• Students may demonstrate understanding through multiple intelligence activities.


Classroom Activities

• Group discussion – Verbal-Linguistic; Interpersonal

• Journal writing – Intrapersonal; Verbal/Linguistic

• Constructing timelines - Logical-Mathematical; Visual-Spatial

• Making a video – Logical-Mathematical, Musical-Rhythmic;

Verbal/Linguistic; Interpersonal; Visual-Spatial


Classroom Activities (Cont.)

• Writing a report or essay – Verbal-Linguistic

• Making graphs – Logical-Mathematical; Visual-Spatial

• Designing posters– Verbal-Linguistic, Visual-Spatial

• Communicating with experts online – Verbal-Linguistic; Interpersonal


Classroom Activities

• Hands-on experimentation – Kinesthetic; Logical/Mathematical

• Composing a song – Musical/Rhythmic; Verbal-Linguistic

• Building a model or 3-D displays – Kinesthetic; Logical-Mathematical


Does MI Curriculum Measure Up to State and National

Standards?

• Students may represent their understanding and knowledge of the topic being studied in a number of ways using M.I.

• The goal is to maximize both understanding and self-esteem for students to perform better on standardized tests.


Keys to Curriculum Structure and Lesson Planning

1. It is important to teach subject matter through a variety of activities and projects.

2. Assessments should be integrated into learning.

3. It is counterproductive to label students with a particular intelligence.


Implementation Exercises

1. Learning Centers

2. Simulations

3. Presentations


Learning Centers

• Reading/Writing Center– (Verbal/Linguistic; Visual/Spatial;

Intrapersonal and Interpersonal Intelligences)

• Illustration/Visual Expression Center– (Visual/Spatial; Intrapersonal Intelligences)

• Science/Experiment Center– (Logical/Mathematical, Naturalist,

Visual/Spatial Intelligences)


Learning Centers (Conclusion)

• Math Center– (Logical/Mathematical, Bodily-Kinesthetic,

Interpersonal, Intrapersonal Intelligences)

• Build It/Paint It Center– (Visual/Spatial, Bodily-Kinesthetic,

Interpersonal, Logical/Mathematical Intelligences)

• Performance Center– (Visual/Spatial, Bodily-Kinesthetic,

Interpersonal)


Simulations

• “Simulation Activities help develop students' intelligences by allowing them to experiment with real-world activities.”

–http://www.thirteen.org/edonline/concept2class/mi/index.html


Simulations

• Role-Playing

• Debating– Students get a chance to support their responses

• Simulation Software– SimCity & Virtus Walk Through


Presentations

• Students must understand• The material• The audience• Public speaking


Multiple Intelligence Lesson Plans

• Lesson plans are the blueprints of teaching

• Including more than 3 intelligences in an activity does not provide greater benefit.


Lesson Plan

• Topic• Goals/Objectives• Available Time (days,

weeks, class periods)• Assessment Options• Supplies• Introducing the Topic

• Plan for using “Using Learning Centers”

• Plan for Using Simulations

• Plan for Using Presentations


The Components

• Topic– What is subject matter

you are teaching?

• Goals/Objectives– What do you want

students to learn?

• Available Time– How many periods?

• Assessment Options– How will you know if

students understand?

• Supplies– What will you need to

have on hand to complete the lesson?

• Introducing the Topic– Attention getter/ Focus


Benefits of Using MI in the Classroom

• Providing opportunities for authentic learning based on your students' needs, interests and talents.

• Parent and community involvement may increase.

• Students will demonstrate and share their strengths.

• Teaching for understanding


Countless educators have incorporated multiple

intelligence theory into their work.


Putting the Styles Together

• Remember that no single measurement of style ensures that a learner’s needs will be met.

• It is more important to build an adaptable learning environment that presents the material in a variety of methods than try to determine each learners personal style.

http://www.nwlink.com/~donclark/hrd/learning/styles.html#kolb


Recognizing Your Own Style

• Ensures you do not unintentionally force one learning style upon your learners.

• The more styles you address, the easier the instruction will be received by the learners.

• Material presented in a variety of methods keeps the learners interested and reinforces itself.


What’s My Style?• Teaching Style Surveys:

– http://longleaf.net/teachingstyle.html

– http://www.creativelearningcentre.com/products.asp?page=TSAEDU&theme=lsat

• Learning Style Surveys:– http://longleaf.net/learningstyle.html

– http://ttc.coe.uga.edu/surveys/LearningStyleInv.html

– http://www.learning-styles-online.com/inventory/questions.asp?cookieset=y

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