Differentiating core instruction by knowing the learner
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Differentiating Core instruction by knowing the learner. I3 + C3 = RtI Success Brie Beanne , Melissa Deacon , Sherrard Lewis, Vikki Stevens. Opening Tasks. Just kidding!...Opening Tasks. Take out your computer and make sure that you sign into the ISS webpage

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Differentiating Core instruction by knowing the learner

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Differentiating core instruction by knowing the learner

Differentiating Core instruction by knowing the learner

I3 + C3 = RtISuccess

BrieBeanne, Melissa Deacon, Sherrard Lewis, Vikki Stevens


Opening tasks

Opening Tasks


Just kidding opening tasks

Just kidding!...Opening Tasks

  • Take out your computer and make sure that you sign into the ISS webpage

  • Make sure that you are signed into TNL

  • Find the i3 + C3 wiki http://i3c3.pbworks.com

  • Make sure that you get the packet of information from the back of the room

  • Think about what kind of learner you are: visual, auditory, or kinesthetic.

  • Take a dot from your table and post it to the board under “Pretest” for how you think you learn best.


Learning objectives

Learning Objectives

  • Identify your particular learning style

  • Understanding your particular learning style and how to best meet the needs of student with that learning style.

  • Recognizing student behaviors in the learning environment

  • How to provide opportunities for students to select and use the most effective learning style as they are working and learning.


Pick an inventory

Pick an Inventory

  • Go to the wiki: http://i3c3.pbworks.com

  • Select a “Learning Styles Inventory” from those listed


Put your dot under post test

Put your Dot under “Post Test”


Say write do

SAY, write, do

  • Now that you know your learning style:

  • SAY, as a group, what you learned

  • WRITE one sentence about EACH learning style on your table’s chart paper

  • DO/Draw a picture on the chart paper for each sentence that symbolizes the meaning of the sentence you wrote


I3 webpage

i3 Webpage


Differentiating core instruction by knowing the learner

DIFFERENTIATION

Curriculum: Content/Process/

Product/Environment

Student: Readiness/Interest/Learning Style


Learning styles

Learning Styles

  • Your learning styles will certainly not match those of everyone in your class.

  • What works well for you may not work well for some (or even most!!) of your students.

  • Knowing something about learning styles in general and your own learning styles in particular can help you to plan assignments and activities.


Differentiating core instruction by knowing the learner

STUDENT OUTCOMES: You will learn more easily and with greater success once you have unlocked your learning style and discovered the best methods for helping you learn. You may be surprised to discover just how well you can flourish in the classroom, even in subjects that you previously found difficult!


Differentiating core instruction by knowing the learner

But, Whatare LearningStyles?

Your modality indicates what you need to be able to concentrate, learn, process, and file information. Basically, your learning style is the method you require that best allows you to gather and use knowledge in a specific manner.


Differentiating core instruction by knowing the learner

Visual Learners

  • Typically learn through what they are able to see with their own eyes.

  • These students jockey for the positions at the front of the class, must have front row theater seats and love to be right up front for sporting events in order to obtain the best view.


Effective strategies know your student learning styles visual learners

Student can use

Clear visual cues

See the big picture cues

See information on WB

Notetaking / visual images

Computer typing

Concept mapping

Genre / report processes

Teacher can offer

Charts, worksheets, diagrams

Webbing, mapping, graphic organizers

Seating in class

Use Frameworks

Diary notes,

Organizational checklists

Assessment timetables

EFFECTIVE STRATEGIESKnow your Student Learning StylesVISUAL LEARNERS


Say write do1

Say, write, do

  • SAY to a partner what you understand about VISUAL LEARNERS.

  • WRITE on a sticky note how visual students may appear to be “off task” or how students could “show what I know” based on what you’ve just learned about VISUAL LEARNERS.

  • DO/Using any materials (located in the center of your table), create something VISUAL that symbolizes what you’ve just learned.


Differentiating core instruction by knowing the learner

AuditoryLearners

  • Auditory learners are very good listeners.

  • They tend to absorb information in a more efficient manner through sounds, music, discussions, teachings, etc.

  • These individuals will be more likely to record lectures so that they can replay them at a later time for study purposes.


Know your student learning styles the auditory learner

Student can use

Clear instructions & directions

Oral Expressive Language

Listening oral presentation / multimedia supports

Praise

Sight word vocabularly

Computer programs

Calculators

Reading aloud

Teacher can offer

Brief - to the point verbal cues

Written supports

Media supports - video’s

Spelling supports

Computer programs

Know your Student Learning StylesTHE AUDITORY LEARNER


Say write do2

Say, write, do

  • SAY to a partner what you understand about AUDITORY LEARNERS.

  • WRITE on a sticky note how visual students may appear to be “off task” or how students could “show what I know” based on what you’ve just learned about AUDITORY LEARNERS.

  • DO/Using any materials (located in the center of your table), create something AUDITORY that symbolizes what you’ve just learned.


Differentiating core instruction by knowing the learner

KinestheticLearners

  • Kinesthetic learners are tactile learners.

  • They learn best through moving, doing, acting out and touching.

  • Projects that are hands-on in nature are best for kinesthetic learners.


Know your student learning styles the kinesthetic learner

Student can use

Hands on activities

Quick writing activities

Memory strategies

Teacher can offer

Responsible rules

Breaks

Workbook requirements

Assistive Technology

Seat changes

Guided practice support

Meta-cognitive strategies

Know your Student Learning StylesTHE KINESTHETIC LEARNER


Say write do3

Say, write, do

  • SAY to a partner what you understand about KINESTHETIC LEARNERS.

  • WRITE on a sticky note how visual students may appear to be “off task” or how students could “show what I know” based on what you’ve just learned about KINESTHETIC LEARNERS.

  • DO/Using any materials (located in the center of your table), create something KINESTHETIC that symbolizes what you’ve just learned.


Modality moment

MODALITY MOMENT

  • Based on YOUR modality:

    • Visually

    • Auditory

    • Kinesthetically

  • Record/capture/note your overall learning or “a-ha” moments from this session.


Reflecting conclusion

Reflecting/conclusion

  • How did the regular “SAY, WRITE, DO” segments increase your engagement and understanding? How might you use “SAY, WRITE, DO” in your classroom this week?

  • Discuss at your table:

    • What did you learn about

      • Yourself?

      • Your students?

      • Your colleagues?

      • Your family members?


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