Teaching the way learners learn!. Wendy Arnold ELTeCS workshop (2 hours) 3 March 2010. Some wise words:. Confucius said: Tell me and I will …. FORGET Show me and I might … REMEMBER Involve me and I will UNDERSTAND. TELL ME …. jump.
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Teaching the way learners learn! Wendy Arnold ELTeCS workshop (2 hours) 3 March 2010
Some wise words: Confucius said: Tell me and I will …. FORGET Show me and I might … REMEMBER Involve me and I will UNDERSTAND
TELL ME …. jump So the word ‘jump’ is a verb. You use it in a sentence to show what you do.. jump? verb? sentence?
SHOW ME … Ahhhh OK! I jumping. So this is jump.. It is a verb. It is an action
INVOLVE ME … Ahhh like this …. jump This is jump. Now you do it. Say the word ‘jump’ and jump.
Overview of session • How do you learn? • How do you make meaning? • What’s one got to do with the other? • Do you know your learning style? • What’s that got to do with teaching? • What do you need from ‘others’ in order to make meaning? • Putting it all together!
How do you learn? THINK about (a similar type of experience eg. learning to do a sport or play a musical instrument) • a learning experience when you were a child • a recent learning experience Are there any: -similarities -differences
How do you learn? • SHARE with a partner • SHARE with another pair • Identify 3 things of note • Identify 1 thing that surprised you • Identify 1 ‘burning’ question you have – write it down
How do you make meaning? THINK about how you ‘make meaning’ or understand something, a similar type of experience e.g. understand text, art, music) • a meaning making experience when you were a child • a recent meaning making experience Are there any: -similarities -differences
How do you make meaning? • SHARE with a partner • SHARE with another pair • Identify 3 things of note • Identify 1 thing that surprised you • Identify 1 ‘burning’ question you have – write it down
What’s one got to do with the other? • Think about the differences and similarities between how you • Learnt to do something • Make sense of something Do you notice anything about these two experiences?
What have learning and ‘making meaning’ got to do with each other? • SHARE with a partner • SHARE with another pair • Identify 3 things of note • Identify 1 thing that surprised you • Identify 1 ‘burning’ question you have – write it down
Do you know your learning style? Consider what you have just discussed about yourself and your learning and meaning making experiences
Is this you? I write down things I want to learn - that’s how I remember them best. I sit at the front of the classroom so I can see my teacher’s body language and facial expressions. I use diagrams, illustrated textbooks, videos, handouts and visual displays to aid my learning. I write detailed notes so I can absorb the information my teacher gives - sometimes I make sure I’m given extra time to do this. When I’m working at home, I study in a quiet place on my own. I use bright highlighter pens or markers to draw attention to important areas in my notes or work. www.bbc.co.uk/.../gogetit/getsussed/visual.shtml
Do these help? Profits going down A cute puppy Roses in full bloom ‘ … a picture is worth a thousand words …’
Is this you? I read written information aloud or ask the teacher to do this. This helps me remember and understand it. I discuss topics with my friends both in and out of class. I like to talk things through and listen to what others have to say. I ask my teachers to use group and discussion work in class. I listen closely to my teachers when they are speaking. Sometimes I tape lessons so I can listen to them to help me revise. www.bbc.co.uk/.../getsussed/auditory.shtml
Do you do this? And here is how we’re going to win I can see 6 legs Add an egg You need to add flour!
Is this you? I take a hands-on approach to learning. I ask to see practical demonstrations of ideas. I make sure my teachers show me how things work. I volunteer to do demonstrations in class. This helps me to understand and remember an activity or idea. When studying at home, I don’t sit at a desk. I like to learn in a relaxed position, lying on my back or stomach. I play music quietly in the background and take frequent study-breaks so I don’t get tired. I remember lessons best if I walk around my room and say important words aloud. www.bbc.co.uk/.../gogetit/getsussed/visual.shtml
Simon says ‘jump’ Now ‘jump over’ Slam dunk!
What’s knowing your learning style got to do with teaching? Are you teaching in the way that you learn or ‘make meaning’? Do you consider the needs of other learning styles? Are you sure?
What do you think other learning styles need? THINK – what other learning styles are there? Can you identify them? What do you think their needs are? PAIR – share with a partner SHARE – two pairs share ideas
AUDITORY LEARNERS NEED • attend classes • attend discussions and tutorials • discuss topics with others • discuss topics with your teachers • explain new ideas to other people • use a tape recorder • remember the interesting examples, stories, jokes... • describe the overheads, pictures and other visuals to somebody who was not there • leave spaces in your notes for later recall and 'filling'
KINESTHETIC LEARNERS NEED • all your senses - sight, touch, taste, smell, hearing ... • laboratories • field trips • field tours • examples of principles • lecturers who give real-life examples • applications • hands-on approaches (computing) • trial and error • collections of rock types, plants, shells, grasses... • exhibits, samples, photographs... • recipes - solutions to problems, previous exam papers
What’s knowing your learning style got to do with teaching? THINK What materials do you use to teach with? What components? PAIR – share with your partner • Similarities • Differences SHARE – two pairs share together
Did they include any of these? • A coursebook • Flashcards • CD/tape • Any other? Which learning styles do you think your coursebook helps?
Identifying activities for different learning styles GROUPWORK Look at the coursebook carefully. Identify an activity for • Visual learner • Auditory learner • Kinesthetic learners Discuss WHY you think these activities match these learning styles
Activities and learning styles GROUPWORK Share what you have identified with another group Identify 1 characterisitic of each activity which makes them suitable for • Visual learners • Auditory learners • Kinesthetic learners
Activities and learning styles GROUPWORK Identify activities which are NOT suitable for • Visual learners • Auditory learners • Kinesthetic learners Consider how to make them suitable!
Modifying materials GROUPWORK Share what you have done with another group Identify 1 modification that can be done to an activity in order to make it suitable for • Visual learners • Auditory learners • Kinesthetic learners
What do you need from ‘others’ in order to make meaning? THINK Consider the role of your classmates for this workshop. What was their role in helping you to ‘make meaning’ (understand) how to do the tasks? PAIR - share with a partner SHARE – two pairs share
Put it all together! GROUPWORK You are going to be given a learning objective. Design an activity to meet the needs of all three learning styles. You are going to teach this activity to another group. Time for planning: 10 minutes!!!!
Reflection THINK 3 things you have learnt today 1) 2) 3) 2 things that surprised you 1) 2) 1 ‘burning’ question still unanswered Share it with a partner. Can they help you answer it?
MANY THANKS You have been a wonderful group. Many thanks for working so well together.