Professional Documents
Culture Documents
Brain Theory Types of Intelligence Learning Styles Teaching Strategies Self Assessment
Principle #5: The Brain Is a Pattern Maker it searches for and organizes information into patterns
Teaching Implication: Learners are patterning all the time. You cannot stop the process.
HOWEVER
Teaching Strategy: You can influence the direction of the patterning by giving the students the opportunity to link prior knowledge and experience to the material to make the information more meaningful, useful and personally relevant.
Invite Orchestrate
Facilitate
Coach--Mentor
Teaching Strategy: Link students prior knowledge and experience to learning objectives.
Principle #9: The Brain Understands And Remembers Best When Facts And Skills Are Embedded In Natural Spatial Memory, The Working Memory.
Teaching Implication: Successful learning depends on using all the senses: auditory, visual, kinesthetic, olfactory and immersing the learner in a multitude of complex and interactive experiences. Teaching Strategy: Use lots of relevant real life references that your students can relate to. Link an activity to the learning by incorporating metaphors, role-play, music, visual imagery, poetry, drawing and/or collage.
Teaching Strategy:
Provide a consistent, supportive, non-threatening environment that is conducive to learning. Use praise, thanks, support, recognition and more praise.
P a s s i v
Verbal receiving
A c t i v e
Simulating the real thing by role playing Doing & do the real thing-skill rehearsing, practice, demonstrate
Doing
Learning Modalities
A learning modality is a mode, manner or channel through which is information is inputted, recorded, stored and accessed in the brain. i.e. visually, auditorally, tactually and/or kinesthetically.
VISUAL:
Watch, Observe.
Do you see what I mean? What it looks like to me is Look at it this way
TACTILE/KINESTHETIC:
Touch & Feel/ Do, Movement, Act.
I need to get a handle on things. Let me show you. Give me a hand, will you? Let me do it. Can I try my hand at it?
The Doer. Needs to get up and move around in order to process information. Reads using their finger to follow the line. Underlines. Talks with whole body, uses hands, animated. Good a reading body language. Likes performing, charades, acting. Good at activities & skills that are body centered: sports, mechanics, using tools. Often into physical activity: hiking, jogging, Do not like a desk job. Learns through movement.
INPUT
Decoding Taking In Information
ORGANIZE STORE
Encoding: Making sense of the information. Comprehend ing. Rememb ering: Long term memory
RETRIEVE
Using: Recalling, Doing, Performing, Reflecting
Learning Modality
Input
Reads information.,O bserves.,Visual izes scenes, people, and objects.,Reads & outlines or takes notes.,Underlin e, use a highlighter.,Col or code important points
Organize
Use graphics or charts to remember sequence and important points.,Use mind map.,Outline.,Identify/w rite main idea. ,List main points.
Store
Review material & notes.,Hook information to,previously stored / learned information.,Written rehearsal.,Color code important points.,Develop graphics & charts.,Answer: How would I use this information?
Retrieve
Use Mnemonics.,Prepare a written report.,Take a written exam.,Visualize first, then write or explain.,Look for the patterns.,For spelling, write the word to see if it looks correct. ,Use the same style to recall as in rehearsal and/or studying.
V I S U A L
Learning Modality
Input
Use cooperative learning activities.,Read aloud and sub vocalizes.,Repe at (either aloud or sub vocalize).,Rest ate.,Listen to lecture. Tapes or videos.,Discuss ions.,Use listening music.,Create oral mnemonics.
Organize
Restate/repeat incoming information to self.,Review information in sequential order. Discuss.,Cooperative learning activities/strategies.,Self talk.,Create oral mnemonics.
Store
Use music & rhythm.,Oral rehearsal.,Listen, repeatedly to previously taped information.,Orally recall & hook new information into stored information.,Orally tell how information might be used.,Create oral mnemonics.,Create a verse, rap, poem, and chant.,Answer: how would I use this information?
Retrieve
Give an oral presentation.,Tell & role-play to demonstrate lesson/task/situation. ,Discussion activities.,Talk through to self to retrieve information and talk self through the task.,Repeat mnemonics.,Sing, chant, rap, verse, poem.,
A U D I T O R Y
Learning Modality
Input
Handle/ manipulate objects while reading, listening, observing. Move, walk, fidget/motor while reading, doing, listening.,Observ e/participate in a demonstration.,T ake breaks (get up if necessary & move) at least every 15 minutes. ,Copy, trace, design. Act, role-play, walk through the task /lesson.
Organize
Write/design or physically model.,Take a break to move/walk/reflect.,Use notes/flash cards, sentence strips, fill in the blanks.,Cut & paste technique for linking information. ,Roleplay; walk through, model the task or lesson information.
Store
Use variety or tactile or movement activities.,Repeat/rehear se,Copy/write/re-do at least three times.,Apply & use the information through role-play.,Use visual & tactile tics to identify task with touching or looking at pre-selected objects. ,Hook new information into stored information.
Retrieve
Use a variety of same techniques to retrieve as used to input & store information.,Write, draw, collage, and design.,Use graphics/designs.,Manipu late objects/stroking to recall information.,Role play, model, talk,,Mnemonics.,Use demonstrations, build a model, and use body language. ,Use colorcoded flash /note cards.
K I N E S T E T I
Instructional Strategies Setting The Stage Provide consistent structure and orderliness. Employ organizational patterns that signal class has started. Provide specific, concrete, and understandable instructions. Have a lesson plan prepared. Be prepared to present instructions both orally and in writing. Have materials organized.
INPUT
Decoding Taking In Information
ORGANIZE
Encoding: Making sense of the information. Comprehending.
STORE
Rememberin g: Long term memory
RETRIEVE
Using: Recalling, Doing, Performing, Reflecting
Step One and Two of Five Step Process Model of Instruction Sequencing & Organizing Information
Provide an anticipatory set that is linked to the lesson object and engages all students. Link students prior knowledge, learning and/or experience to the lesson objective. Break down lesson objective in a sequential manner. Make a clear transition from lesson objective to
instructional step of presenting the material, (see in putting).
Presenting Material Instruction Step Three of the Five- Step Process Model of Instruction
Have material presentation timed so to insure adequate time for
instruction that ADDRESSES ALL learning styles. Link students prior knowledge, experience and or learning to the material being presented. relate material to everyday situations when possible. Make it concrete, (remember the CUP). Link to experience. Checking for understanding includes more than asking questions and students giving the right answer. Provide opportunity to link to abstract and reflective learning. Allow students to ascribe personal meaning. Why is this useful for them to know? What is the pay value?
Be aware of your students responses and reactions to your pace & style of instruction. Are students sleeping, disinterested, side talking, bored, restless, drawing,
And if you are, then expect that they will make every effort
To get you off topic & off the lesson plan. To you tune out. To look for ways to prove you wrong. To want to argue/debate/discuss your story and theirs. Tell you why what you are telling them will not work for them. Ask your advice. Set you up. Run the class.
What To Do?
Complete a lesson plan, stick with the lesson plan. Use a variety of instructional techniques, cooperative learning strategies, multi media presentations, adjust and pace your presentation.
Instructional Materials
Provide handouts/worksheets that easy to read. Distribute them throughout the lesson, pacing your flow of reading, instructional or worksheet materials. Do Not Give Out All The Resource Sheets, WORKSHEETS, Workbooks At Once. It is too distracting, too over-whelming. Students will start looking at them, filling them out, asking questions. Keep them interested in what is coming next.
Use a variety of instructional materials techniques to accommodate all learners. Use multi-sensory strategies to reach students with varied learning styles. Provide opportunities or touching, handling, acting, role-playing, repeating, writing. Use visual aids: video, graphs, pictures, charts, collage.
Help students to visualize material. The more the students can visualize and hear what is presented, the better the material will be understood.
Use: film, videos, charts, graphs, and illustrations, flip charts, pictures, the board, write on it, draw on it. music, poetry, word games.
Learning Strategies
Students learn how to learn. Use such transferable learning strategies as listening, para-phrasing SQ3R (survey, question, read, and recite & review.) note-taking methods. memory strategies. Sentence combining. Word association.
Provide opportunities for students to practice skills in multiple settings with a variety of materials, since many of our students lack the ability to quickly generalize and apply skills learned.
Verbal-Linguistic Intelligence
Musical-Rhythmic Intelligence
Visual-Spatial Intelligence
Relies on sense of sight and ability to visualize; includes ability to create mental images. Can layer images in the mind, make them three dimensional.
Intrapersonal Intelligence
Relates to self-knowledge. Relates to ability to self-reflect. Metacognition: Deeper meaning. Awareness of internal states of being.
Body-Kinesthetic Intelligence
Relates to physical movement, coordination. Brain and body connection integrated. Uses brains motor cortex, which controls bodily motion.
Interpersonal Intelligence
Has to do with person-to- person relationships and communication.
Logical-Mathematical Intelligence
Deals with inductive and deductive thinking, reasoning, numbers and abstract patterns sometimes called scientific thinking.
Implications
Intelligence is not governed by what you know. Intelligence is determined through a more inclusive range of abilities; including how you know and what you learn easily such as information, talents and/or skills that you have a knack for acquiring and excelling in.