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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Presentation Transcript
aims of the session
Analysetheinfluences of recentstudiesregardingissuessuch as “intelligences” and “differentiatedinstruction”.

Applytheseresearchesto CLIL lessons.

JSP 2011-2012

AIMS OF THE SESSION
contents of the session
Listening

Debate

Teacher’sspeechontopic

Writing

JSP 2011-2012

CONTENTS OF ThE SESSION
listening
Listen tothis clip aboutLearningstyles.

Classroom Secrets Learning about Learning Styles.wmv

Take notes

JSP 2011-2012

LISTENING
debate
Whichisyourlearningstyle?

Do youteachthewayyoulearn?

Whatconsequencesmayitimplyforyourstudents?

Do allthestudentslearnthesameway?

JSP 2011-2012

DEBATE
intelligence
Alfred Binet:

differentiate “uneducable” studentsfromtheotherstudents.

Intelligence test

Whatisintelligence?

JSP 2011-2012

INTELLIGENCE
intelligence1
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)

JSP 2011-2012

INTELLIGENCE
differentiated instruction theory
Onelessonistaughttotheentireclasswhilemeetingthe individual needs of eachchild.

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

Key: findouthowourstudentslearn

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY
differentiated instruction theory1
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)

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY
differentiated instruction theory2
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”

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY
influences
Vigotsky: individualslearnbest in accordancewiththeirreadinessto do so.

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

Gardner: schoolsshouldoffer individual-centerededucation.

JSP 2011-2012

INFLUENCES
gardner s multiple intelligences theory
“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”

JSP 2011-2012

GARDNER’S MULTIPLE INTELLIGENCES THEORY
gardner s multiple intelligences theory1
Educationalsystem: eneryone can learnthesamematerials in thesameway.

Instruction and assessmentbiasedtowardlinguisticmodes and towardslogical-quantitativemodes.

ContrastbetweenGardner’stheory and educationalsystem.

JSP 2011-2012

GARDNER’S MULTIPLE INTELLIGENCES THEORY
differentiated instruction theory3
Constructivistlearningtheories

Learningstyles

Braindevelopment

Learnerreadiness

Motivation

Engagement

Academicgrowth

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY
differentiated instruction theory and teachers
Teachershaveto:
    • tailortheirinstructions and adjustthecurriculumtostudents’ needs.
    • providestudentswithdifferentavenuestoacquiringcontent.
    • developteachingmaterialstolearneffectively.
    • Provideappropriatelevels of challengeforallstudents (lagbehind, advanced, middle)
  • Teachersdon’t:
    • Develop a separatelesson plan foreachstudent in theclassroom
    • Waterdownthecurriculumforsomestudents

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS
differentiated instruction theory and teachers1
Gettoknowyourstudents: level, learningstyles, and interests.

Identifyareas of yourcurriculumthatcouldbeadapted

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

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS
strategies for differentiating instruction
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.

JSP 2011-2012

Strategiesfor DifferentiatingInstruction
strategies for differentiating instruction1
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.

JSP 2011-2012

Strategiesfor DifferentiatingInstruction
strategies for differentiating instruction2
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.

JSP 2011-2012

Strategies for DifferentiatingInstruction
differentiated instruction theory in the classroom
Learner-responsive

Teacher-facilitated

Variety of assessmentstrategies

Balancedteacher-assigned and student-selectedprojects

Variety of learningstyles

Interactiveassessment

JSP 2011-2012

DIFFERENTIATED INSTRUCTION THEORY IN THE CLASSROOM
differentiated instruction lesson
Definiteaimforallstudents

Variety of teachertechniques

Considersstudentlearningstyles

Involvesallstudents

Somestudentsmayneedadjustedexpectations

Diversity in assessmentmethods

Differentmethods are of equalvalue

Studentsevaluationbasedon individual differences

JSP 2011-2012

DIFFERENTIATED INSTRUCTION LESSON
conclusions
Differentiatedinstruction:
    • Encouragesinclusion of allstudents
    • Addressesdifferentlearningstyles
    • Allowsteacherstoreachall of thestudentssome of the time
    • Allowsfordiversityamongstudents
    • Fosters social relations and self-steem
    • Meets social, emotional and academicneeds.

JSP 2011-2012

CONCLUSIONS
websites
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

JSP 2011-2012

WEBSITES
differentiated theory in the class
Mathematics

Social Studies

Science

JSP 2011-2012

DIFFERENTIATED THEORY IN THE CLASS
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