Unit 12 learning styles and differentiated instruction
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UNIT 12. LEARNING STYLES AND DIFFERENTIATED INSTRUCTION. Analyse the influences of recent studies regarding issues such as “ intelligences ” and “ differentiated instruction ”. Apply these researches to CLIL lessons. AIMS OF THE SESSION. Listening Debate Teacher’s speech on topic

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UNIT 12. LEARNING STYLES AND DIFFERENTIATED INSTRUCTION

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JSP 2011-2012

UNIT 12. LEARNING STYLES AND DIFFERENTIATED INSTRUCTION


Analysetheinfluences of recentstudiesregardingissuessuch as “intelligences” and “differentiatedinstruction”.

Applytheseresearchesto CLIL lessons.

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AIMS OF THE SESSION


Listening

Debate

Teacher’sspeechontopic

Writing

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CONTENTS OF ThE SESSION


Listen tothis clip aboutLearningstyles.

Classroom Secrets Learning about Learning Styles.wmv

Take notes

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LISTENING


Whichisyourlearningstyle?

Do youteachthewayyoulearn?

Whatconsequencesmayitimplyforyourstudents?

Do allthestudentslearnthesameway?

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DEBATE


  • Alfred Binet:

    differentiate “uneducable” studentsfromtheotherstudents.

    Intelligence test

    Whatisintelligence?

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INTELLIGENCE


  • Twoschools of thought:

    • One general intelligence: thereisone factor fromwhichallintelligenceisderived.

    • Multipleintelligences: there are differentkinds of intelligence.

  • General consensus:

    “Individualsdifferfromoneanother in theirabilitytounderstandcomplex ideas, toadapteffectivelytotheenvironment, tolearnfromexperience, toengage in variousforms of reasoning, toovercomeobstaclesbytakingthought” (Neisser et al., 1996)

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INTELLIGENCE


Onelessonistaughttotheentireclasswhilemeetingthe individual needs of eachchild.

“Educators can meetall individual studentneeds and helpeverystudentmeet and exceedestablishedstandards” (Levy, 2008)

Key: findouthowourstudentslearn

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DIFFERENTIATED INSTRUCTION THEORY


  • Factorsaffectingstudents:

    • Abilities

    • Experiences

    • Needs

    • Learningstyle

    • Languageproficiency

    • Backgroundknowledge

    • Readinesstolearn

  • Teachersneed “sufficientappropriateknowledge of thepupils plus theabilityto plan and deliversuitablelessonseffectively, so as tohelpallpupilsindividuallytomaximizetheirlearning, whatevertheir individual situation” (K. Bigo)

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DIFFERENTIATED INSTRUCTION THEORY


Studentslearnbestwhentheymakeconnectionsbetweenthecurriculum and theirdiverseinterests and experiences.

Thegreatestlearningoccurswhenstudents are pushedslightlybeyondthepointwherethey can workwithoutassistance.

“Ensuringthatwhat a studentlearns, how he/shelearns, and how he/shedemonstrateswhat he/she has learnedis a match forthatstudent’sreadinesslevel, interests and preferredmode of learning”

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DIFFERENTIATED INSTRUCTION THEORY


Vigotsky: individualslearnbest in accordancewiththeirreadinessto do so.

Bruner: wheninterestistapped, learningis more likelytoberewarding and thestudentbecomes more autonomous.

Gardner: schoolsshouldoffer individual-centerededucation.

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INFLUENCES


“Studentspossessdifferentkinds of minds and thereforelearn, remember, perform and understand in differentways”

“Weknowtheworldthroughlanguage, logical-mathematicalanalysis, spatialrepresentation, musical thinking, the use of thebodytosolveproblemsortomakethings, anunderstanding of otherindividuals, and anunderstanding of ourselves”

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GARDNER’S MULTIPLE INTELLIGENCES THEORY


Educationalsystem: eneryone can learnthesamematerials in thesameway.

Instruction and assessmentbiasedtowardlinguisticmodes and towardslogical-quantitativemodes.

ContrastbetweenGardner’stheory and educationalsystem.

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GARDNER’S MULTIPLE INTELLIGENCES THEORY


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Constructivistlearningtheories

Learningstyles

Braindevelopment

Learnerreadiness

Motivation

Engagement

Academicgrowth

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DIFFERENTIATED INSTRUCTION THEORY


  • Teachershaveto:

    • tailortheirinstructions and adjustthecurriculumtostudents’ needs.

    • providestudentswithdifferentavenuestoacquiringcontent.

    • developteachingmaterialstolearneffectively.

    • Provideappropriatelevels of challengeforallstudents (lagbehind, advanced, middle)

  • Teachersdon’t:

    • Develop a separatelesson plan foreachstudent in theclassroom

    • Waterdownthecurriculumforsomestudents

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DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS


Gettoknowyourstudents: level, learningstyles, and interests.

Identifyareas of yourcurriculumthatcouldbeadapted

Examine your role as teacher: diversifyinstructionalmethods, facilitate time, space and materials, identifydifferentmethods of assessment.

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DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS


  • Basedon Content

    • Utilizepre-tests to assesswhere individual studentsneed to beginstudy of a given topic or unit.

    • Encouragethinking at variouslevels of Bloom'staxonomy.

    • Use a variety of instructionaldeliverymethods to address differentlearningstyles.

    • Break assignments intosmaller, moremanageable parts thatincludestructureddirections for each part.

    • Choosebroadinstructionalconcepts and skillsthatlendthemselves to understanding at variouslevels of complexity.

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Strategiesfor DifferentiatingInstruction


  • Based on Process

    • Provideaccess to a variety of materials whichtargetdifferentlearningpreferences and readingabilities.

    • Developactivitiesthattargetauditory, visual, and kinestheticlearners.

    • Establishstations for inquiry-based, independent learningactivities.

    • Createactivitiesthatvary in level of complexity and degree of abstractthinkingrequired.

    • Use flexible grouping to group and regroupstudentsbased on factors including content, ability, and assessmentresults.

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Strategiesfor DifferentiatingInstruction


  • Basedon Product

    • Use a variety of assessmentstrategies, includingperformance-based and open-endedassessment.

    • Balanceteacher-assigned and student-selectedprojects.

    • Offerstudents a choice of projectsthatreflect a variety of learningstyles and interests.

    • Makeassessmentanongoing, interactiveprocess.

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Strategies for DifferentiatingInstruction


Learner-responsive

Teacher-facilitated

Variety of assessmentstrategies

Balancedteacher-assigned and student-selectedprojects

Variety of learningstyles

Interactiveassessment

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DIFFERENTIATED INSTRUCTION THEORY IN THE CLASSROOM


Definiteaimforallstudents

Variety of teachertechniques

Considersstudentlearningstyles

Involvesallstudents

Somestudentsmayneedadjustedexpectations

Diversity in assessmentmethods

Differentmethods are of equalvalue

Studentsevaluationbasedon individual differences

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DIFFERENTIATED INSTRUCTION LESSON


  • Differentiatedinstruction:

    • Encouragesinclusion of allstudents

    • Addressesdifferentlearningstyles

    • Allowsteacherstoreachall of thestudentssome of the time

    • Allowsfordiversityamongstudents

    • Fosters social relations and self-steem

    • Meets social, emotional and academicneeds.

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CONCLUSIONS


www.surrey.ac.uk/Skills/pack/iolp.html

www.engr.ncsu.edu/learningstyles/ilsweb.html

www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

www.ualberta.ca/~jpdasddc/incl/difinst.htm

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WEBSITES


Mathematics

Social Studies

Science

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DIFFERENTIATED THEORY IN THE CLASS


Reflectonthewayyouteach and learn.

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writing


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THANK YOU

SEE YOU


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