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Learning Styles. Understanding yourself How do you learn?. What teachers do you remember? Why? Was it the relationship? Subject matter? Or how they taught? Do you teach the same way you learn? Do you offer opportunities in all learning styles in your daily lessons?
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Learning Styles Understanding yourself How do you learn?
What teachers do you remember? Why? • Was it the relationship? Subject matter? Or how they taught? • Do you teach the same way you learn? • Do you offer opportunities in all learning styles in your daily lessons? • Does the description on page 4 of LS packet really describe you? • What was your second closest LS? Reflecting
The Importance of Knowing How We Learn By having this knowledge we are able to take advantage of the strengths of others. A variety of learning styles on your team covers multiple situations that may occur.
Mastery Learner – paper clip Realistic, practical, and matter-of-fact Understanding Learner – magnifying glass Theoretical, intellectual, and knowledge-oriented Self-Expressive Learner – slinky Curious, insightful, and imaginative Interpersonal Learner – teddy bear Social, experiential, and community-oriented Strengths of Learning Styles
A Look at the Individual Daniel R. Moirao 2008
Mastery learners comprise: 35% of the general student population12% of the at-risk student population • Interpersonal learners comprise: • 35% of the general student population • 65% of the at-risk student population Self-Expressive learners comprise: Understanding Learners 20% of the general student population comprise: 22% of the at-risk student population 10% general student pop. 1% at-risk student pop. How do students learn? Daniel R. Moirao 2008
I ask them to take a poem And hold it up to the light Like a color slide Or press an ear against its hive. Introduction to Poetry by I say drop a mouse into a poem Billy Collins And watch him probe his way out, Or walk inside the poem’s room And feel the walls for a light switch. I want them to water ski Across the surface of a poem Waving at the author’s name on the shore. But all they want to do Is tie the proem to a chair with rope And torture a confession out of it. They begin beating it with a hose To find out what it really means.
Topic(s): Presentation that demonstrates student comprehension of poem Allocated Time for Instruction: 45-60 minutes Objectives SCoS Objectives: Prerequisite Skills/Knowledge: understanding of figurative language and poetry terminology: use of words or phrases that appeal to the five senses; poets use imagery to paint word pictures in order to help students experience a poem more fully. Formative Assessment: monitor groups plans for pantomime; monitor props for relevance; suggest connections to “they” in poem and students reading poem for first time Summative Assessment: write a paragraph in which you state what “Introduction to Poetry” says to you. Refer to imagery in poem.
Goal: 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) Objective 1: Learners will formulate a cross curricula lesson plan that demonstrates understanding of the poem Objective 2: Learners will formulate a cross curricula assessment that models understanding of a poem
Learning Styles Groups to: • Mastery (Paper Clip) = Media Center • Interpersonal (Teddy Bear) = Room 1118 • Understanding (Magnifying Glass) = Testing Room • Self-Expressive (Slinky) = Art Room
Literature Circle Rooms 1 to 7 – Room 1401 2 to 7 - Room 1402 3 to 7 – Room 1403 4 to 7 - Room 1404 5 to 7 - Room 1118 6 to 7 - Room 1406 7 to 7 - Room = Media Center