DIFFERENTIATING CORE INSTRUCTION BY KNOWING THE

LEARNER

I3 + C3 = RtI Success

Brie Beanne, Melissa Deacon, Sherrard Lewis, Vikki Stevens

OPENING TASKS

JUST KIDDING!...OPENING TASKS

1. Make sure that you are signed into TNL Course #12191 and the appropriate session-morning or afternoon.

2. Go to the i3 + C3 wiki i3c3.pbworks.com

3. Think about what kind of learner you are: visual, auditory, or kinesthetic.

4. Take a dot from your table and post it to the board under the “Pre” column for how you think you learn best.

Red=Visual Green = Auditory

Yellow=Kinesthetic

LEARNING OBJECTIVESIdentify your particular learning style

Understand your particular learning style and how to best meet the needs of student with that learning style.

Recognize student behaviors in the learning environment

How to provide opportunities for students to select and use the most effective learning style as they are working and learning.

PICK AN INVENTORY Go to the wiki: i3c3.pbworks.com

Select a “Learning Styles Inventory” from those listed

PUT YOUR DOT UNDER “POST TEST”

SAY, WRITE, DO Now that you know your learning style:1.SAY: Tell a partner what you learned

about your learning style.

2.WRITE: On your table’s chart paper, write one sentence about EACH learning style.

3.DO: Draw a picture on the chart paper for each sentence that symbolizes the meaning of the sentence you wrote.

I3 WEBPAGE

DIFFERENTIATION

Curriculum: Content/Process/Product/Environment

Student: Readiness/Interest/Learning Style

LEARNING STYLES

What works well for you may not work well for some (or even most!!) of your students.

Knowing something about learning styles in general and your own learning style in particular can help you to plan assignments and activities.

To share with students: • You will learn more easily and with greater success once you have unlocked your learning style and discovered the best methods for helping you learn.

• You may be surprised to discover just how well you can flourish in the classroom, even in subjects that you previously found difficult!

Did you know…

Grades K-2 are primarily taught kinesthetically

Grades 3-6 are primarily taught visually

Grades 7-12 are primarily taught auditorily

Did you also know… Statistics reveal that most high

school dropouts are kinesthetic learners.  

80% of prison inmates are high

school dropouts. - Northwest Regional Educational Laboratory (NWREL)

Your modality indicates what you need to be able to:•Concentrate•Learn•Process •File Information

But, What are Learning Styles?

Wiki Time!Please visit the i3 + C3 wiki

and click on

Visual Learners

Please number off 1, 2, 3 at your table and read/click through the resources in your numbered section.

SAY, WRITE, DO SAY: Tell a partner what new

information you have learned about VISUAL LEARNERS.

WRITE: On a sticky note, list the ways that visual students may appear to be “off task.”

DO: Using the items on your table, what could you ask visual students to create to show their learning from yesterday’s lesson?

Wiki Time!Please visit the i3 + C3 wiki and click on

Auditory LearnersPlease number off 1, 2, 3 at your table and read/click through the resources in your numbered section.

SAY, WRITE, DO SAY: Tell a partner what new information

you have learned about AUDITORY LEARNERS.

WRITE: On a sticky note, list ways auditory students may appear to be “off task.”

DO: Using the items on your table, what

could you ask auditory students to create to show their learning from yesterday’s lesson?

Wiki Time!Please visit the i3 + C3 wiki

and click on

Kinsethetic Learners

Please number off 1, 2, 3 at your table and read/click through the resources in your numbered section.

SAY, WRITE, DO SAY: Tell a partner what new information

you have learned about KINESTHETIC LEARNERS.

WRITE: On a sticky note, list ways kinesthetic students may appear to be “off task.”

DO: Using the items on your table, what

could you ask kinesthetic students to create to show their learning from yesterday’s lesson?

MODALITY MOMENT Based on YOUR modality:

VisuallyAuditoryKinesthetically

On your paper plate: Record/capture/note your overall learning or “a-ha” moments from this session.

REFLECTING/CONCLUSION How did the regular “SAY, WRITE, DO” segments increase your engagement and understanding?

How might you use “SAY, WRITE, DO” in your classroom this week?

Task Cards

How could you teach that concept or skill to a:

Visual Learner

Auditory Learner

Kinesthetic Learner

Lesson Planning How could you differentiate next week’s

lesson content for a:

Visual Learner

Auditory Learner

Kinesthetic Learner