M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles

MODULE II: HOW DO MY STUDENTS LEARN?Learning Cycle and Learning Styles

WELCOME

Create a Name Plate Fold a sheet of paper and write your name in the

center Using words and/or images, surround it with at

least 4 characteristics that describe you as a learner

AMANDACreative

Enjoys group workEasily bored

Variety

MODULE II: HOW DO MY STUDENTS LEARN?Learning Cycle and Learning Styles

EXPECTATIONS

Dr. Shelton-We would like to use the slide from group 4 (their slide #3).

TODAY’S AGENDA• Peer edit lessons using

three things you like and a wish

• Follow-up: Implement lesson in own classroom and provide a copy to your administrator.

• Nameplate/Welcome• Would you rather?• Who are you? How

do you learn?• MI Quiz

• What is intelligence?

• Multiple Intelligence PowerPointOverview

• Role Play MI scenarios• Model sample lesson

plan• Create sample lesson

using learning cycle and B.E.S.T template

If? Why?

What?How?

DESIRED OUTCOMES

By the end of Module 2, we will learn about Your learning styles and strengths Learning Cycle How to create lessons that incorporate higher

order thinking while reaching a variety of learning styles and intelligences.

THE LEARNING CYCLE

• Refine• Perform

• Connect • Attend

• Image • Inform

• Extend• Practice

If? Why?

What?How?

MEANING

CON

CEPTSSKILLS

ADAPTATIO

NS

THE LEARNING CYCLE AND HUNTER

• Closure• Independe

nt practice

• Stating objectives

• Anticipatory set

• Instructional input

• Modeling

• Check for understanding

• Guided practice

If? Why?

What?How?

WHY?

“Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand.”

Confucius

INTROVERT EXTROVERTOR

ALWAYS PROMPT ALWAYS LATEOR

GO CAMPINGGO TO

THE MOVIESOR

THE ABILITY TO FLY

THE POWER OF INVISIBILITYOR

MUSIC TALK RADIOOR

JUST GET IN THE CAR AND DRIVE

PLAN TRIP ACCORDING TO MAPQUEST DIRECTIONSOR

REMEMBER FACES REMEMBER NAMESOR

MOST POPULAR SMARTESTOR

READ THE BOOK WATCH THE MOVIEOR

SUDOKUCROSSWORD

PUZZLEOR

RUN WITH THE PACK LONE WOLFOR

PROCRASTINATEDO YOUR WORK

RIGHT AWAYOR

PUZZLES=FUN! PUZZLES=PAINFUL!OR

GOOD DANCER TWO LEFT FEETOR

SEQUENTIAL RANDOMOR

BEACHSIDE RESORT

CAMPING IN THE WOODSOR

HOW DO WE LEARN?

WHICH GROUP OF WORDS BEST DESCRIBES YOU?

• Empathetic• Reflective• Imaginativ

e

• Spontaneous• Adventurous• Dramatic

• Organized• Factual• Loyal

• Conceptual• Pragmatic• Experimenta

l

WHICH GROUP OF WORDS BEST DESCRIBES YOU?

BLUE

ORANGE

GOLD

GREEN

SensingFeeling Watching

Watching and Thinkingthrough concepts

Thinking through concepts and doing it yourself

HOW DO YOU PREFER TO

LEARN?

Doing it yourself and sensing/feeling

IMAGINATIVE LEARNER

ANALYTIC LEARNER

COMMON SENSE LEARNER

HOW DO YOU PREFER TO

LEARN?

DYNAMIC LEARNER

MULTIPLE INTELLIGENCE

THE LEARNING CYCLE AND LEARNING STYLES

• Self-discovery

• Experiential learning

• Listening and sharing ideas

• Taking things personally

• Forming theories and concepts

• Values sequential thinking

• Testing theories

• Solving real-world problems

If? Why?

What?How?

IMAGINATIVE

AN

ALY

TIC

COMM

ON SENSE

DYNAMIC

WHAT?“It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated.”

Edith Hamilton

QUICKWRITE

On a sheet of paper, write an answer to this question…

What is INTELLIGENCE??

“I am 100% convinced that if I were to come back to Earth in 50 years, people would laugh at the idea of uniform education.”

Howard Gardner

HOWARD GARDNER’S DEFINITION

“The human ability to solve problems or to create products, that are valued within one or more cultural settings.”

ALL human beings have multiple intelligences Can be strengthened or weakened over time Everyone has aspects of all 8 intelligences.

CRITERIA FOR IDENTIFYING AN INTELLIGENCE

Evidence that areas of the brain are specialized for certain activities

Prodigies, savants, and geniuses in the field

Set of core operations

Cultural history

Developmental history with expert end performance

Supported psychological tasks

Psychometric tasks

Symbols

VERBAL-LINGUISTIC “Word Smart” people

Typically good at reading, writing, telling stories, memorizing names and dates

Learns best from reading, taking notes, listening to lectures, discussions, and debates

YOU MIGHT BE A… Writer, teacher, politician, lawyer Famous linguists include:

Mark TwainWilliam Shakespeare

LOGICAL-MATHEMATICAL INTELLIGENCE

“Logic Smart”

Good at logic, numbers, mathExcel in mathematics, chess,

computer programming, and other logical activities

YOU MIGHT BE A… Mathematician, scientist, engineer Famous logical-mathematicians include:

Sir Isaac Newton

Stephen Hawking

MUSICAL INTELLIGENCE

“Sound Smart” Remembers tones, patterns, and rhythms Good pitch Excels at singing or playing instruments May use songs or rhythms to memorize info Needs music

YOU MIGHT BE A… Musician, Composer Famous musical people include:

Elvis

Beethoven

VISUAL-SPATIAL INTELLIGENCE

“Picture Smart”

Good at visualizing/manipulating objects in head

Strong memoryArtistically inclinedGood sense of directionActive imagination

YOU MIGHT BE A(N)… Artist, General, Inventor Famous visual/spatial people include:

Walt Disney

Vincent van Gogh

Steven Spielberg

BODILY-KINESTHETIC INTELLIGENCE

“Body Smart” Good at physical activities such as sports and

dance Prefers doing things that involve movement Good at acting, performing, building, and making

things, learns best by doing.

YOU MIGHT BE A(N)… Actor, athlete, dancer, comedian Famous bodily-kinesthetic people include:

Robin Williams

Tiger Woods

INTERPERSONAL INTELLIGENCE “People Smart”

Generally extrovertedGood at working together and

reading other people’s emotions, motivations, etc.

Good communicatorsLearns best by discussion or

working in a group

YOU MIGHT BE A(N)… Politician, social worker, therapist Famous interpersonal people include:

Nelson Mandela

Bill Clinton

Oprah Winfrey

INTRAPERSONAL INTELLIGENCE

“Self-Smart”Generally introvertsPrefer to work aloneSelf-aware—understand their own emotions, motivations, goals

Learn best when allowed to work independently

YOU MIGHT BE A(N)… Poet, Author, Philosopher, Religious Leader Famous intrapersonal people include:

Henry David Thoreau

Gandhi

The Dalai Lama

NATURALIST INTELLIGENCE

“Nature Smart” Environmentally aware Has the ability to recognize and categorize plants

and animals

YOU MIGHT BE A… Gardener, Biologist, Farmer, Doctor Famous naturalist people include:

Rachel Carson

Lewis and ClarkJacques Cousteau

WHAT DOES THIS MEAN TO ME??

Everyone’s brain works a little differently

All people have ALL intelligences in different amounts

The intelligences are not mutually exclusiveAct togetherMost people have 3-4

dominant ones

We learn most effectively when taught to several different intelligences

Students who understand their own

balance of multiple intelligences can: Better manage their own learningLearn to value their individual

strengths Instructors who apply M.I. theory can:

Provide more opportunities for students to cultivate their talents and improve their weaknesses

Engage the students in the material in ways that make sense to them

Intelligence isn’t staticWith work and practice, you can

strengthen your intelligencesIf neglected, they can weaken

10 MINUTE BREAK

Linguistic

Body/Kinesthetic

Logical/Mathematical

Naturalist

Spatial

Interpersonal

Intrapersonal

Musical

As you enter, sit in the area of the room of your dominant

intelligence.

THE LEARNING CYCLE AND BLOOM

• Creating• Evaluatin

g

• Remembering

• Understanding

• Applying• Analyzing

If? Why?

What?How?

HOW?

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Toffler

ROLE PLAYING SCENARIOS

MODELED LESSON PLANS: THE TRUE STORY OF THE THREE LITTLE PIGS

Unit Title/Theme

Bloom's Taxonomy

Remembering: Can the student

recall or remember the information?

Understanding: Can the student explain ideas or

concepts?

Applying: Can the student use the

information in a new way?

Analyzing: Can the student

distinguish between the different parts?

Evaluating: Can the student justify a stand or decision?

Creating: Can the student create a new product or point of view?

Garnder's Multiple Intelligences

Define, duplicate, list, memorize, recall, repeat,

reproduce

Classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate,

paraphrase

Choose, demonstrate,

dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,

write

Appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine,

experiment, question, test

Appraise, argue, defend, judge,

select, support, value, evaluate

Assemble, construct, create, design, develop, formulate, write

Verbal/Linguistic

As you listen/read the story, record at least five concepts

you found interesting. Share your ideas with a

partner.

Select one character to analyze in a

character journal. Examine the

character's actions, behavior, and

reactions.

Visual/Spatial

Describe your story's characters

and their relationships to each other by

creating a relationship map.

Develop a visual or musical

representation for your character. Include physical

and personal attributes.

Assess the use of symbols/pictures in your story. Design

an illustrated poster showing each

symbol/picture and give its meaning.


Summarize the plot of the story by constucting a

timeline of events.

Naturalist

If your character lived today, what kinds of things

would you find in his/her backpack.

Collect and organize items to

display.

Musical


representation for your character. Include physical

and personal attributes.

Body/Kinesthetic

Dramatize one of the characters and role play how they

would solve a simlar problem

today.

Intrapersonal

Is there a message or reflection in the

story that is applicable to your life? Write your

reflection in your journal.

Interpersonal

Choose a favorite character and discuss with a friend why you selected that

character.

B.E.S.T. Inegration Planning SheetThe True Story of the Three Little Pigs

Bloom's Taxonomy

Remembering: Can the student recall or

remember the information?

Understanding: Can the student explain ideas or concepts?



Analyzing: Can the student distinguish

between the different parts?

Evaluating: Can the student justify a stand

or decision?

Creating: Can the student create a new

product or point of view?


Define, duplicate, list, memorize, recall, repeat, reproduce



paraphrase

Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,

write


differentiate, discriminate,

distinguish, examine, experiment, question,

test

Appraise, argue, defend, judge, select,

support, value, evaluate

Assemble, construct, create, design,

develop, formulate, write

Verbal/Linguistic

As you listen/read the story, record at least

five concepts you found interesting.

Share your ideas with a partner.

Select one character to analyze in a

character journal. Examine the

character's actions, behavior, and

reactions.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Visual/Spatial

Describe your story's characters and their relationships to each other by creating a relationship map.


representation for your character.

Include physical and personal attributes.

Assess the use of symbols/pictures in

your story. Design an illustrated poster

showing each symbol/picture and give its meaning.

Bloom's Taxonomy









or decision?







paraphrase


write




test






Summarize the plot of the story by

constucting a timeline of events.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Naturalist

If your character lived today, what kinds of

things would you find in his/her backpack. Collect and organize

items to display.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Musical

Develop a visual or musical representation

for your character. Include physical and personal attributes.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Body/Kinesthetic

Dramatize one of the characters and role play how they would

solve a simlar problem today.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Intrapersonal

Is there a message or reflection in the story that is applicable to your life? Write your

reflection in your journal.

Bloom's Taxonomy









or decision?







paraphrase


write




test





Interpersonal

Choose a favorite character and discuss with a friend why you

selected that character.

THE LEARNING CYCLE AND GARDNER

• Body/Kinesthetic

• Naturalist

• Intrapersonal• Interpersonal

• Verbal/Linguistic

• Logical/Math

• Spatial• Musical

If? Why?

What?How?

IF?

“In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”

Eric Hoffer

SAMPLE LESSON PLAN

Take a journey and learn how to create a lesson plan incorporating the Multiple Intelligences and Bloom’s Higher Level Thinking Skills.

Use the B.E.S.T. Integration Planning Sheet.

NOW IT’S YOUR TURN!

Begin to write a sample lesson using the Learning Cycle Model and B.E.S.T. Integration Lesson Plan Template.

Edit your lesson plan with a partner.

WHAT’S NEXT?

Follow-up: Complete lesson plan and implement with your class.

Reflect on what went well with your students and what you would change in future lessons using the template.

Look ahead to Module 3: Managing the Learning Environment

CELEBRATE!

Documents

M ODULE II: H OW DO MY STUDENTS LEARN ? Learning Cycle and Learning Styles