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Empowering Learners with Learning Styles Steve Barkley 2013. Gordon’s Skill Development Ladder The Art of Teaching. Unconsciously Talented. Unconsciously Skilled. Consciously Skilled. Consciously Unskilled. Unconsciously Unskilled. Gordon’s (1974) Skill Development Ladder.

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slide3

Gordon’s SkillDevelopment LadderThe Art of Teaching

Unconsciously

Talented

Unconsciously Skilled

Consciously

Skilled

Consciously

Unskilled

Unconsciously

Unskilled

Gordon’s (1974) Skill Development Ladder

rotate and empower
Rotate and Empower
  • Rotate instructional practices creating opportunities for students to work within their preferred style.
  • Empower students to use knowledge about their preferences in making choices and investing effort.
slide5

Tactual:

Visual:

Kinesthetic:

Auditory:

Works bestwhen able tofeel throughsmall musclesand personalrelationships.

Works bestwhen able tosee, watch,read, andview.

Works bestwhen able tomove and do

things with

large muscles.

Works bestwhen able tohear, speak,discuss, andthink outloud.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

SENSORY STYLES

slide8

Sharing Style Experiences

  • What are the strengths of your style?
  • What difficulties arise from your style?
  • Share some personal stories that illustrate.
slide9

Auditory Plus One

The previous activity was an example of auditory plus tactual. What components are tactual?

slide10

Auditory Plus Visual

  • Graphic organizers are an example. Which ones fit in your instruction?
slide11

Auditory Plus Kinesthetic

Building in movement

slide12

Rocks, Trees, Water

Crust

Lithosphere

Moving Plates

Asthenosphere

Oozy, Asthenosphere

Hot Rocks

Deep Mantle

Outer Core

Molten Magma

Inner Core

Tough Stuff

Model of the Earth

slide13

Abstract:

Global:

Concrete:

Sequential:

Prefers towork withsymbols,words,numbers,and otherabstractions.

Prefers to work with the“big picture,”large chunks,and intuitiveleaps.

Prefers toworkwith realobjects,sounds,colors, andexperiences.

Prefers towork withstep-by-step,orderly, logicalinformation.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

PERCEPTUAL AND ORGANIZATIONAL STYLES

slide14

GASC Diagram

Right HemisphereGlobalSynthesisStoriesInductive Reasoning

Left HemisphereSequentialAnalysisClassificationDeductive Reasoning

Concrete /ImagesVisualsSoundsFeelingsBody Movements

Abstract /SymbolsWritten WordsSpoken WordsNumeralsEquations

The information on this diagram is set up as though you are facing someone.

slide15

AS

CS

Continuum

Perceptual

Continuum

Organizational

CG

AG

Abstract Sequentialdiscuss, readcompute numbers sequentiallyand analyze verballydo things in their head

Concrete Sequentialpart-by-part proceduresstep-by-step directionsreal world things

Concrete Globaltrial/errorreal world in randomdiscovery method of learning

Abstract Globaldiscuss ideas, concepts,pattern, associationsplay with wordscreate metaphors

slide16

GASC — Teaching Strategies

  • Concrete/Sequential
  • field trips organized step-by-step, with a goal
  • structured, hands-on materials such as models
  • structured demonstration lessons
  • simulations that follow the rules
  • using step-by-step directions to complete a task
  • using concrete materials and following directions ________________________________________________________________________
  • Abstract/Sequential
  • lectures, with questions and answers in a step-by step progression
  • audiotapes and/or videotapes in a step-by-step sequence
  • almost all textbooks
  • presenting logical thought and constructions
  • explaining theories through deductive reasoning
  • programmed instruction_______________________________________________________________________
slide17

GASC — Teaching Strategies

  • Concrete/Global
  • optional assignments involving real things
  • problem solving simulations
  • open-ended, discovery-type field trips
  • learning through trial and error and seeing real objects
  • committee work on real projects
  • discovery learning______________________________________________________________________________________________
  • Abstract/Global
  • open-ended think sessions
  • group discussions
  • allowing think time for reflections before beginning a project or assignment
  • allowing students to make intuitive leaps
  • using the synthesis process to allow students to get an “Aha!”
  • optional reading assignments
  • _________________________________
  • __________________________________
slide19

IntuitiveThinker:

SensingJudger:

IntuitiveFeeler:

SensingPerceiver:

Valuescompetence,rationalreasoning,andintellectualcomplexities.

Valuesauthority,organization,predictability,andusefulness.

Valuesintegrity,relationshipsand personaland emotionalissues.

Values action,excitement,style,competition,andimmediateresponses.

Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results

TEMPERAMENT STYLES

differentiate for the at risk learner
Differentiate for theAt-Risk Learner

Kinesthetic

Concrete Global

Sensing Perceiver