1 So Each May Learn Integrating Learning Styles and Multiple Intelligences Presented by Tr. Harvey F. Silver Ed.D. 1
2 The Third Generation of Accountability or How to Make Diverse Learning Simple AND Deep 2
3 Accountability First Generation: All students can learn Second Generation: Third Generation: High levels of learning for ALL So Each May Learn! 3
4 Making Students As Important As Standards d 4
5 Alignment and Accountability go hand din hand
6 What can kissing teach us about ALIGNMENT? 6
7 Kissing is an example of a double alignment: To KISS WELL, two people need to align their heads and their hearts. 7
8 To Teach hwell llis a Double Alignment 8
9 Why should schools focus with two eyes? 9
10 Making Students as Important as Standards An Alignment that Works The Unity of High Standards d for All The Diversity of the Students We Teach 10
11 What is diversity?
12 Pinky Finger -What did you do for fun when you were much younger say, y from five to eleven years old? Ring Finger - What are some things you are good at? Middle Finger - When school is hard, what makes it hard? Index Finger - What are some things you learned outside of school, and how did you learn them? Hand of Knowledge Thumb - What are some dreams you have for your future (say, three years from now)? Palm- What word or phrase best characterizes you as a learner? 12
13 How can we create a diversity that works?
14 What are some of the differences in our dinners now than from the ones that our mothers prepared p when we were young? There were differences in when we ate, where we ate, the kinds of subjects that we discussed, and the roles that parents and children played at the dinner table (when there was a dinner table!).
15 Think about your mother or father or significant other. Think about this person s habits of attention -- what kinds of things does he/she pay attention to? (e.g., feelings, faults, being on time) -- and then think about your own. In what ways are the two of your similar? Different?
16 Carl Jung asked, How are all minds similar? How are all minds different?
17 Carl Jung answered, All minds PERCEIVE and PROCESS information, but differ in how they pay attention.
18 Peer Reading Step One: Work with a partner. Determine who got up first this morning. Both of you will read and take notes on Reading A. The early riser is the first player: Without referring to your notes, summarize the most important points of the reading. The late riser is the coach: refer to your notes, and provide prompts, p probing questions, and praise to help your partner with summarizing. Step Two: Follow the directions above with Reading B, but switch roles. The late riser is now the player, and the early riser is now the coach. Decide which functions you think you favor, and explain why.
19 Peer Reading Prepare two parallel readings around a concept or topic you want students to read more about. Explain how coach and player roles will work. Each reader examines the assigned text, reads for meaning, and makes notes of relevant information. Review teaching notes (coach) and probe, prompt p and praise while player provides brief summary of most important points. Reverse roles for second reading. Survey whole group for unanswered questions and clarify.
20 The Four Functions of Style SENSING Physical Facts Details Here & Now Objective Analyze Logic Truth Procedures Perspiration Subjective Harmonize Likes/Dislikes Tact People Inspiration Past & Future Ideas Possibilities Patterns INTUITION 20
21 Sensing Prefers action to wonder Prefers a standard way of doing things Interested in activities that have immediate, practical use Works steadily when given a realistic idea of how long a task will take More comfortable with concrete details than abstract ideas Intuition Prefers wonder to action Prefers own way of doing things Interested I d in activities i i that generate possibilities and go beyond what is Works in bursts of energy powered by enthusiasm More comfortable with abstract ideas than concrete details
22 Thinking Prefers to make decisions Thinks things through before taking action Decides independently of others Needs to be right and treated fairly Feeling Prefers to make decisions based on personal feelings Responds to feelings and is spontaneous Seeks approval of others before making a decision Needs to be liked and treated in a friendly manner Responds to own likes and Responds p to logic and reason dislikes and other people s p reactions
23 From Function to Style: S + T Mastery S + F Interpersonal Sensing Feeling Intuition Understanding N + T Self-Expressive N + F
24 The TEMPO of Learning Style TALENTS E ENVIRONMENT MOTIVATION PROCESS O OUTPUT M Each Learning Style has its own TEMPO, beat, and rhythm. Together they make Mastery Understanding Self-Expressive Interpersonal Competence
25 T hinking goal associated with each style E nvironment M otivation P rocessing O utcome most conducive for working in each style supporting each style rocessing approach used for each style developed by each style 25
26 MASTERY (Sensing plus Thinking) T REMEMBERING E CLARITY AND CONSISTENCY M SUCCESS P STEP-BY-STEP EXERCISE EXERCISE & PRACTICE WHAT? CORRECT ANSWERS O WHAT? CORRECT ANSWERS 26
27 ST Mastery Learner Turn over your note making paper Quickly jot down as many characteristics as you can think of about Mastery Learners and Teachers Compare with your neighbor You get a point for each Compare with your neighbor. You get a point for each thing you have that your neighbor does not have.
28 UNDERSTANDING (Intuition plus Thinking) T REASONING E CRITICAL THINKING AND CHALLENGING M CURIOSITY P DOUBT-BY-DOUBT EXPLAIN BY AND PROVE O WHY? ARGUMENTS 28
29 NT Understanding Learner STOP and Think! How would teaching for Understanding differ from teaching for Mastery? How does a student striving to Understand a subject act differently from a student attempting to Master it?
30 SELF-EXPRESSIVE (Intuition plus Feeling) T REORGANIZING E COLORFUL O AND CHOICE C M ORIGINALITY P DREAM-BY-DREAM EXPLORE POSSIBILITIES O WHAT IF? CREATIVE ALTERNATIVES 30
31 NF Self-Expressive Learner How is a Self-Expressive learner like an ocean?
32 INTERPERSONAL (Sensing plus Feeling) T E RELATE PERSONALLY COOPERATIVE AND CONVERSATION O M RELATIONSHIPS P FRIEND-BY-FRIEND EXPERIENCE AND PERSONALIZE O SO WHAT? CURRENT AND CONNECTED 32
33 SF-Interpersonal Learner Good news bad news Your principal p tells you have a new student in your classroom. The good news is that you can choose the style of student, which style would you choose and why? 33
35 Experiment to demonstrate how our preferences affect our performance In the box below, write your name and address. You ve got 15 seconds! Now try this: in the box below, write your name and address again, but this time use your opposite hand. Talk with your neighbor. Compare the differences in your work in each box. Put a check next to any of the things below you experienced the second time. Worked more slowly The quality of work decreased Felt you were not going g to be successful Critical about your writing Felt mildly anxious about your work Took more concentration to complete the task Made more noise Writing regressed Felt less in control Quit in the middle 35
36 We often give students who exhibit such behaviors a label. The label is LD. LD stands for LEARNING DISABLED We think the initials LD should not stand for learning disabled, We think the initials LD should not stand for learning disabled, but learning different.
37 A.D.D. (Attention Deficit Disorder) Have you ever had an attention deficit problem at a staff development workshop when the content wasn t relevant or failed to address your needs, or was presented in a way that didn t fit your style?
38 70% of the information on special education students IEPs refer to what the student can t do. Less than 1% is positive, or based on the student s learning strengths, th abilities, and talents. t A learning style approach recognizes that every style of learning has its strengths. A learning style model naturally accommodates the strengths each student brings to his or her learning. 38
39 Many of the students we are consigning to the dust heaps of our classrooms have the abilities to succeed. It is we, not they, who are failing. We are failing to recognize the variety of thinking and learning styles they bring to the classroom, and teaching them in ways that don t fit them well. Robert J. Sternberg Dean of Arts and Sciences, Tufts University Past President of the American Psychological Association 39
40 Teaching With Style In Mind Teaching to the difference by adapting to Teaching with the special characteristics of an individual learner. a difference in mind by planning whole class lessons that are adapted to learning differences. th diff b idi lessons in which we help students understand their own and others differences. Teaching about the difference, by providing
41 Teaching to: Each student s s personal learning profile
42 Gathering Students Style Data: The Wisdom of Multiple Methods Observation: How do they go about doing particular tasks? What do they say in conversations with other students? The power of observation can be greatly increased using an observation tool such as the Learning Styles/Multiple Intelligences Checklist. Student Work: Students learning styles are usually reflected in the work and the products they create in the classroom. Conversation and Reflection: Provide plenty of opportunities for students to reflect on what they did to complete a particular task or while engaged in an activity. Instrumentation: t ti Instruments t are valuable tools for obtaining i precise and practical information on how each student learns. When using instruments to assess students learning style profiles, we want to make sure that the instrument we choose has gone through the rigors of statistical validation. The Learning Style Inventory for Students is currently the most valid and reliable student learning style inventory available. 42
43 Assessing Students Learning Styles Through Observations Below is a sample page from the Learning Style Multiple Intelligence Checklist Learning Styles Checklist Sensing-Thinking (ST) Mastery Wants to know the right way to do things (what has Sensing-Feeling (SF) Interpersonal Wants to be liked and part of the group to be done an how it has to be done) Shows more interest in people than ideas Shows interest in hands-on Prefers working in a small group or with a friend experiences/manipulative and learning that can be Needs real-life experiences and opportunities to put to practical use express feelings Follows directions one step at a time Seeks a warm, friendly place to learn Likes tasks that have definite right/wrong answers Prefers discussing and sharing to seatwork Seeks order and consistency Enjoys stories about people and their experiences Prefers doing to listening or discussing Is cooperative and helpful Focuses on facts and remembers details Speaks and writes directly to the point total total Intuitive-thinking (NT) Understanding Wants to understand why more than what Shows interest in ideas and how things work Prefers to reason things out independently Likes challenging tasks that requires logical thought Seeks a classroom that provokes curiosity and searching for answers Prefers new learning to practicing or reviewing previous learning Interprets facts and details to see the broader picture Uses evidence to support ideas total Intuitive-Feeling (NF) Self-Expressive Uses imagination and creativity while learning Shows interest in new and creative projects Speculates and asks, What if? Is able to see connections between and among ideas where others may not Seeks a variety of resources and opportunities to choose between activities Enjoys self-expression through the arts Improvises and adapts to new situations Is attentive to symmetry, aesthetics, and beauty total
44 Analyzing Student Work Marco s Work Review the work carefully, paying particular attention to how each student expresses himself and what the students t reveal about themselves as learners.
45 Amin s Work
46 Assessing Students Learning Styles Through Conversation and Reflection
48 Read Dorothy s Student and Teacher reports. As you read look for clues that would indicate her learning style.
49 Mastery ST Understanding NT Self-Expressive NF Interpersonal SF Withdraws from imagination and feelings. Becomes compulsive li about details and order. Seeks an authoritarian environment with strict rules. Withdraws from people and the physical world to the world of ideas and study. Becomes a recluse and consumed with intellectual pursuits. Withdraws from reality and details to fantasy and daydreams. d Follows personal interests at the expense of everything else. Withdraws from logic and thinking rationally to emotions. Becomes consumed with personal doubt and often feels a lack of self worth.
50 Mastery ST Rebels against lack of clear standards and against abstract ideas. Becomes dogmatic, stubborn, and insensitive: My way or the highway. Understanding NT Rebels against rules without reason, touchy-feely activities, iii and nonsensical routines. Becomes sarcastic, argumentative, and arrogant. y g y g, Self-Expressive NF Rebels against conformity and rules. Becomes overly idealistic, i passionate and emotional. May have difficulty accepting anything but his/her own standards about what s right and appropriate. it Interpersonal SF Rebels against insensitivity or lack of belonging. Becomes anxious and aggressive. Often exhibits antisocial behavior.
51 Mastery ST Understanding NT Self-Expressive NF Interpersonal SF Conforms to rigid standards and codes of behavior. No tolerance for ambiguity or deviation from the norm. Conforms to high standards. Nothing is acceptable. Critiques and ddoubts the validity and veracity of everything. Conforms to being different, to traveling upstream, to going against the current. Conforms to peer group, immediate impulses, and the need dfor approval and self gratification.
52 Help students to KNOW THEMSELVES: Exploration Mapping Experimentation Reflection 52
53 Teaching with: A variety of instructional strategies A variety of instructional strategies and activities to support and challenge each student s learning profile
57 TASK ROTATION: Plants and their Place in the World Draw a flowering How would you plant and label feel on a sunny its parts. or rainy day if you were a plant? Why are plants important to our world? Think of two reasons. What would our world look like if there were no plants?
58 Sample Menu in Style: 58
59 Teaching with TASK ROTATION Determine your goals and objectives Establish questions/activities in all four styles Provide students with choice or sequence to follow Then the criteria for success Have students reflect on the learning and their own style preferences
60 Teaching about: Learning Profiles so that each student can recognize his/her own style of learning and how to make the most of his/her talents.
61 Teaching about Learning Profiles Students will be more responsible for their own learning when they: Understand what learning is Understand how they learn Know that there are a variety of valid ways to learn See that there is a difference between an approach to learning and learning itself.
63 This week I learned to do lots of work in reading and how to make connections. I also learned a lot about spiders. Did you know spiders are not a insect. In math we learned a lot about shapes and how to compare a sphere and a rectangular prism. I learned when you work with someone else you get more ideas. Michael told me that the name for a corner is called vertices. I also learned that when you have something to do, do it now not later or you will forget it. I learned that when we play soccer you can score a goal if you don t run to the ball and wait for it to be passed to you. I learned a lot this week.
64 Reflection Charts Noticed Styles Advice I came up with a lot I work well in the I need to concentrate of ideas. I had a hard time Self Expressive style, but I could do better more on what I m doing. I need to pay selecting which ideas in Mastery style. attention to the to use. details. I worked well with my team. I am a little disorganized. I need to learn how to decide what to do when I have a lot of ideas.
65 Style Catcher When did you use the Mastery Style? When did you use the Interpersonal Style? When did you use the Understanding Style? When did you use the Self-Expressive Style?
67 Task Rotation is one way of Teaching with Style: A variety of instructional strategies and A variety of instructional strategies and activities to support and challenge each student s learning profile
68 We believe that any thoughtful approach to diversity needs to address Three Ms: Is the approach manageable for teachers and schools? Can it be adapted using available time and resources? Does it connect with what teachers are already doing? Are there practical instructional strategies that support the model?
69 We believe that any thoughtful approach to diversity needs to address Three Ms: Is the approach measurable? Does it help educators understand and address differences among students? Are the learning behaviors described by the model observable? Is there validated instrumentation that supports the model?
70 We believe that any thoughtful approach to diversity needs to address Three Ms: Does the approach lead to meaningful learning for all students? Is it likely to raise student achievement? Will it increase student engagement and motivate students with different interests and learning styles to do their best work? Will it help students learn about themselves and help them develop self-direction as lifelong learners?
71 So Each May Learn: A Thoughtful Approach to RTI Level 1: Effective Research Based Instruction for All Students Should Meet the Learning Needs of at least 80% of students Teaching in all four styles, or Teaching With Using a variety of Research Based Strategies to accommodate differences Task Rotation/Assessing in all four styles Teaching About : Helping students understand their learning styles
72 So Each May Learn: A Thoughtful Approach to RTI Level 2: Research Based Interventions for Struggling Learners Designed for 10% 15% of our students Teaching To : Strategic Interventions based on students profiles Analyzing Student Work Conversation, Reflection, Conferences Working with individual profiles
73 So Each May Learn: A Thoughtful Approach to RTI Level 3: Intensive Interventions for Our Most At Risk Learners Designed for 5% of our students Teaching To Going deeper with learning style profiles Understanding patterns of resistance by style Withdrawal l Rebellion Conformity
How RTI Works Series 2011 Jim Wright www.interventioncentral.org 1 Peer Tutoring in Math Computation with Constant Time Delay DESCRIPTION: This intervention employs students as reciprocal peer tutors to
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