Different Children - Different Ways To Learn

Drew D. Gerdes

Kindergarten Teacher

Springfield/Redeemer Lutheran School

Missouri District Educator’s Conference - 2009

I already know what you’re thinking!

Please, please don’t let him be boring!!!

Don’t Worry!!!

During this session, I want you to:

Learn something new

Refresh your memory

Be affirmed in what you already are doing

Help me learn something new

Let’s Get Started…

True or False?

We want children to feel valued, confident, and successful.

Curriculum today is sometimes standards-driven, assessment-dependent, and “push

down.” Teachers feel like “jugglers” keeping too

many balls in the air.

Children of Today

Let’s Look at Scripture:

Genesis 1:27 – “So God created man in his own image, in the image of God he

created him; male and female he created them.”

Mark 10:16 – “And he took the children in his arms, put his hands on them and

blessed them.”

How Can We Ever Meet Their Many Different Needs and Learning Styles?

Children are different; teachers are different

The teaching profession changes constantly

Teachers become frustrated when other demands on time keep us from “teaching”

“Just let me TEACH!”

Have You Heard of Differentiated Instruction?

Well, it’s not allowing a child to complete just “half” of the assignment.

It’s not orally reading the assignment to a student.

It’s not totally rearranging your lessons plans or adding to them for each child.

THEN WHAT IS IT?!?!

Differentiated Instruction:

It is a philosophy, a way of thinking and structuring a classroom that puts children

first.It lets a child’s success be measured by

his/her own individual growth.

I tell parents, “I will bring your child forward.”

Different Children…

Children are different, and they obviously learn differently, too!

Children have different strengths, needs, personalities, and developmental levels.

Think of a typical classroom

Children have a variety of different foundations, backgrounds, and families,

too!

Some Details on Differentiation…

Auditory, visual, and kinesthetic learners.

Howard Gardner Multiple Intelligences

Differentiated Instruction reinforces children’s strengths, allows different children to be mastering skills in different ways, and encourages children to explore and process information through varying learning preferences.

Yikes!!!! Are you overwhelmed?

We’re All Overwhelmed!

So many children So many skill levels So many

developmental stages So little time

Most teachers have little background for dealing with special needs.

Few on-site resources for support

We like our comfort-zone where one-size-fits-all activities that all children must complete are used.

It’s Okay! ----- Validate Yourself!

Believe it or not…you are probably already differentiating your instruction and

classroom!Early Childhood Teachers are pros!We are masters at intuitively sensing children’s unique strengths and needs.

You Mean I Already Do It?

Learning Centers! Learning Centers

have been an integral part of early childhood classrooms long before differentiated instruction was a research-based practice!

For Example…Dinosaurs

Draw dinosaurs Read books about

dinosaurs Play with toy

dinosaurs Computer games

about dinosaurs

Look at pictures of dinosaurs

Look at and explore bones

Talk about meat and plants

Feel “pretend” dinosaur skin/scales

What We Offer:

Instructional BuffetPresent the same information in a variety

of waysYoung children will eagerly devour all that

is offered; most will settle into those types of activities that best satisfy their own

appetites!

Think About It…

When we teach a concept in a variety of ways, we greatly increase the chances of

reaching each student.

D.I. is not ability grouping!

It is flexible and ever-changing.Positive buzzing!

Modalities & Intelligences:

Modalities

A way in which we process and understand

information that is presented to us; a route

through which we subconsciously choose to interpret stimuli and make sense of the world around

us.

Intelligence

An innate talent or strength; we use our

intelligences to demonstrate our

understanding of the world as well as organize the information that our

senses feed to us.

Modalities of Learning:

A Visual Learner

Remembers more what is seen than heard

“Come see…” Can zero in on details “Find the hidden objects” Distracted by a lot of

clutter of physical movement

An Auditory Learner

Mumbles or talks to self Enjoys songs and

rhythmic activities Phonemic awareness Enjoys listening to stories “It’s too noisy…” Asks questions for clarity

More Modalities of Learning:

A Tactile Learner

Touches everything – and gets in trouble for it

Good at shoe tying, zips a coat

Dolls, blocks Appears to listen well, but

seldom remembers what is heard

A Kinesthetic Learner

Sitting still involves moving, but not hyperactive

Uses hands when speaks Wants to “dive in” before

directions are given Large, oversized

handwriting “Watch me!” Likes to stand while

working or playing

What Drew Thinks…

For what it’s worth I get to know my students…WELL!!!

I know what their likes and dislikes are.Beneficial for me…they “fall in love with

me”…they don’t want to disappoint me.

What a great behavior tool!

A Behavior Tool, Too?!?!?!

Yup…it certainly is!

When I know my students so well, I can make sure they find it easy to manage

themselves and behave.Fewer disruptions!

Success is EASY for them!Think about it…

What are YOU?

Do you know what kind of a learner you are?

It’s wise to analyze our own learning styles.

Too often we present materials in a way that makes sense to us – not our students.

Take the brief survey…let’s take a look!

What Should I Do?

Think of each child and ask yourself, “What is this child’s strongest modality of

learning?”

Ask yourself, “Am I incorporating a wide range of activities that satisfy these

learning modalities?”

Multiple Intelligences:

Once we are aware of the wide range of learning modalities, we need to examine

the spectrum of multiple intelligences with which our children demonstrate learning.

The more we understand, the better off we are offering experiences and assessments

where children can succeed!

Multiple Intelligences:

If children grew up according to early

indications, we should have nothing but

geniuses.Johan Wolfgang von Goethe

A child’s strengths are obvious at an early age. However, most children’s

mix of strengths and learning preferences

become more obvious after they enter school – it’s here they can explore

realms that may have previously been

unavailable to them.

Multiple Intelligences:

Verbal-Linguistic

Articulate speaker

Loves stories

Remembers vocabulary

Loves word games

Poetry and rhymes

Bodily-Kinesthetic

Not necessarily strong, but well-coordinated

Good balance

Quickly learns sports

Walks up stairs using alternate feet

Multiple Intelligences:

Logical-Mathematical

Sorting and classifying

Finds patterns easily

Checkers – strategies

Graphs – can easily draw conclusions

from data

Needs correct answers

Intrapersonal

Self-directed and independent

Strong-willed; stubborn

“Just thinking”

Multiple Intelligences:

Visual-Spatial

Builds and draws with great detail

Good at computer activitiesPuzzles and mazes

Takes everything apart to see how it works!

Musical

Hums while workingLoves to sing

Pretends to play instrumentsDances

Great coordination and tempo

Easily remembers songs learned

Multiple Intelligences:

Interpersonal

Class leader

Kids want to be near her

Often kind and respectful

Makes friends easily

Peacemaker

Naturalist

The “bug” kids

Keenly aware of surroundings

Easily adapts to change

Common sense

Interest in the patterns of nature

And as a result…

Those children with a verbal-linguistic and logical-mathematical intelligence have an advantage in the traditional classroom.

Modalities and intelligences are the avenues which our instruction must travel so that children can arrive at the ultimate destination – solid mastery of skills, concepts, and understandings.

I can teach…how about assessment?You must realize that not all children learn

best by doing exactly the same thing the same way at the same time.

So, we must assess differently, too.

Current research supports that achievement must be monitored in a

variety of ways.

Exactly Why Do We Assess?

To define instructional areas that need adjustment, reinforcement, extension, or challenge.

To plan group activities and individual mini-lessons that target specific areas for growth.

To celebrate and nurture a child’s development.

To effectively communicate to parents about progress and achievement.

To evaluate and revise our own plans for instruction based on student needs.

But How?!?! But What?!?!

Informal, on-going assessments

Look for and make notes about behavior, choice, language, reaction, or demonstration of a skill

The younger the child, the more appropriate it is to use this kind of observational assessment (Lillian Katz)

Some Examples: 9/23 – Kyle make a

pattern using ABAB 9/25 – Jeff – cuts with left

but colors with right? 10/3 – Lauren – L

backwards 10/6 – Cloe –

black/brown?

Use note cards or post-its and place in child’s file.

Learning Profiles:

Like a portfolio

Includes:Informal teacher notes

Parent input/infoFeedback from othersFormal assessments

Dated samples of work

Please Note:

Some of the best work children produce cannot logistically become part of a

profile. Clay, pattern blocks, bridges made

Take a few pictures!

Formal Assessments:

Formal assessments, such as checklists, are easy for

parents to understand and set realistic goals for

teachers.

We build credibility when we present evidence of our

daily observations.

A documented paper trail.

Checklists along with informal assessment notes are beneficial.

Formal Assessments:

School Readiness and/or Developmental Ages

DIAL R/DIAL 3

ABC School Readiness Inventory

Child Development Inventories

Kaufman Survey of Early Academic and Language Skills

Kindergarten Readiness Test

What Are You Familiar With?

Do you have specific assessments that you use for your age-level?

Likes/Dislikes?

Check out the Checklists!!!

Use what you are comfortable with.

Something FREE!

Check this out!www.developmentaldiscovery.com

Free developmental checklistsArticles

Good for parents, too!Great videos!

It really is something to check out!!

Take a look…

Something To Think About

“It’s not about how smart they are; it’s about how they are smart.”

Howard Gardner

Remember…teachers teach differently…all students learn differently.

Differentiation can happen naturally with a variety of materials and experiences…and the

opportunity!

Questions To Ask…

Do I take the time to observe children before I step in to “teach”?

Do I provide opportunities to use new understandings and skills in many different

situations before moving to a new skill? Do I provide enough open-ended activities?

Do I add or modify materials in Learning Centers as I perceive children are ready for a change?

Do I feel comfortable being challenged myself? Do I provide activities that are developmentally

appropriate?

A Few Ideas For Your Classroom:

Trouble holding a pencil?

Use a golf ball!

Think about the regular things you

already have in your classroom…and

imagine the many different ways your students can use

them and learn from them!

Word Configuration:

Configuring print is a logical transition from 3-dimensional to 2-

dimensional It’s less stressful for a

child’s eyes. Helps distinguish “tall

letters, short letters, and hang-below-the-

line letters”!

Clothespin Names:

Okay…so what does this teach?

1. We read and write from left-right

2. Fine motor development

3. Reading skill enhancement

4. Symbol-meaning relationship

Do You Have Anything To Share?

You do a great job!

You have super ideas!

You can share with us, too!

View This Presentation!

Want to have a copy of this exact presentation? It’s FREE!

Print it out at www.mo.lcms.orgLook for the Educator’s Conference Section

Or…www.slideshare.net/dgerdes

Copy and share as you’d like

Hungry For More?

Missouri District Early Childhood Educator’s Conference

March 6, 2010Immanuel Lutheran – Wentzville

Materials and Registration will be available in early January, 2010

Ask your principal or director about attending!!!!

Questions? Email Drew!

Keynote Speaker:

Jim Gill Jim uses music, fun, movement, literacy, and

math to help engage students and assist in

their learning.

www.jimgill.com

You won’t want to miss him!

Other Topics To Include:

Developmentally Appropriate Practices Jesus – Morning, Noon, and Night

Make & Take Say YES to NO!

Taking Care of Yourself – Avoiding Burnout Sensory Issues and Activities

Music & Movement – A Compliment to Jim Gill Much, much more!

Contact Info:

Drew D. Gerdes

Kindergarten Teacher/EC Director

Redeemer/Springfield Lutheran School

Springfield, Missouri

dgerdes@rlcmail.org

www.slssaints.org