wei-ling huang defense language institute foreign language center exploring the possibilities:...
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Wei-ling HuangDefense Language Institute
Foreign Language Center
Exploring the Possibilities: Universal Design for Chinese
Lessons
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Overview
• Universal Design for Learning• Four stages of learning• Multiple Intelligences Theory• Bloom’s Taxonomy• Lesson planning based on the MI - Bloom Matrix• Lesson Plan Sample
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“The concept of UDL is the intersection where, multisensory teaching, multiple intelligences, differentiated instruction, and the use of technology come together.”
What is Universal Design for Learning?
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“The size of the regions devoted to each of these systems is different for each person, which is reflected in different types of learning style, strengths, and weaknesses.”
These new technologies reveal that learning is 1) modular, 2) distributed, 3) parallel, and 4) hierarchical.
Recognition Networks – require multiple methods of representation, to give learners various ways of acquiring information and knowledge (printed text, digital content, text-to-speech, graphics, multimedia)
Strategic Networks – require multiple methods of expression to provide learners alternatives for demonstrating what they know (written--word processing, spoken text, visual representation--illustration)
Affective Networks – require multiple options for engagement to tap into learners' interests, offer appropriate challenges, and increase motivation (hands-on, cooperative groups, individual learning)
Brain & Learning Research
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1. Unconscious Incompetence2. Conscious Incompetence3. Conscious Competence4. Unconscious Competence
The Four Stages of Learning
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Lesson Planning For Multiple Intelligences
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Intelligence Teacher Presentation Skill Teaching Activities Methodology / Approach
Linguistic Teaching through storytelling Lectures, discussions, word games, choral reading
Direct Method, Community Learning
Logical-Mathematical Socratic questioning Problem solving, mental calculation, number games, critical thinking
Inductive Learning, Constructivism
Visual-Spatial Drawing/mind-mapping concepts
Visual presentations, mind-mapping, art activities
Bodily-Kinesthetic Using gestures/dramatic expressions
Hands-on learning, drama, dance, tactile activities
Total Physical Response (TPR)
Musical Using voice rhythmically Superlearning, songs that teach
Suggestpedia
Interpersonal Dynamically interacting with students
Cooperative learning, peer tutoring, simulations
Collaborative Learning
Intrapersonal Bringing feeling into presentation
Individualized instruction, independent study, self-esteem building
Silent Way
Naturalist Linking subject matter to natural phenomenon
Nature study, care of animals, ecological awareness
Adapted from T. Armstrong, Multiple Intelligences in the Classroom.
Eight Ways of Teaching
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Your Teaching Style
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Sample MI Profile
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blank_mi_bloom_matrx.pdf Revised Bloom Taxonomy
Multiple Intelligences & Lesson Planning
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Topic: Global Warming
Knowledge
QuestionList words that are related to global warming
Activities:BrainstormProvides pictures,Pantomime
Comprehension
QuestionSummarize the article “the dangers of global warming”
Activities:Songs, Acting out sentencesCrazy sentences
Application
QuestionExplain the dangers of global warming to others
Activities:News reportDesign posters
Analysis
QuestionIdentify the causes of global warming
Activities:Vote with feet, Unsolicited AdviceTags on the back
Evaluation
QuestionJudge/decide the factor that contributes most to global warming
Activities:Debate, role-play
Creation
QuestionConstruct a plan on how we can help solve the problem
Activities:Write lyrics to an existing tune of a songDesign a poster with illustrationWrite a letter to the concerned authorityCreate a newspaper
Bloom Taxonomy: From LOTS To HOTS
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Lesson Plan Design
• Develop activities based on the MI - Bloom Matrix:
– Applicable to real-life situations– Syntactic & semantic processing– Practice of four proficiency skills– Defined communicative outcome– Corrective feedback
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References
Armstrong, T. (1995). Multiple intelligences in the classroom. Virginia: ASCD
Beaver, R. & Moore, J. (2004). Curriculum design and technology integration, Learning & Leading with Technology, Vol. 32, No 1, 42-45.
Christison, M. A. (1996). Seven ways to be smart [sound recording]: Applying multiple intelligence theory in the second and foreign language classroom.
Ellis, R. (2003). Task-based Language Learning and Teaching. New York: Oxford University Press.
O’Connor, J. & Seymour, J. (1995). Introducing Neuro-Linguistic Programming. London: Thorsons