teaching to different learner types
TRANSCRIPT
Engaging activities for the BHS Classroom
Teaching to different learner types
Marjorie Rosenberg21 November 2015
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I never knew there were different ways of learning. I thought I just couldnt learn a foreign language.
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What are learning types?Perceptual filtersStrategies to perceive, store and recall materialCognitive processingOrganisation of perceived materialApproaches used by individualsPatterns of behavior
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Learning preferences in the classroomMost classes have variety of learner typesTeachers often teach in the way we learnMix of methods can reach more learnersHelp learners stretch out of preferred stylesEncourage learners to develop successful strategiesHarmonise and challenge learnersMetacognition of styles gives learners more insightTolerance grows from acceptance of other styles
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What preferences are notAn excuseA way to pigeon-holeRight or wrongA limitation with no possibility of stretchingAn indication of competenceJudgemental
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Three modelsSensory-perception: VAK
Cognitive processing: Global-Analytic
Behavioral: Mind Organisation
Read Andrew Cohens quote
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VAK Model Visual
Auditory
Kinesthetic motoric
Kinesthetic emotional
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VAKAVKVAAKVKStandard VAK Model
Visual Handwriting Example
Visual Handwriting Example
Auditory Handwriting Example
Kinaesthetic Handwriting Example
Visual Learnersneed to see things written downwrite out words to check spellingusually take notes in classlike visual materials and handoutsgenerally have good handwritinglike to use colours and highlighersmay draw ideas to remember them
They need to rearrange material and learn it again.
Visual Teachers
learn and teach through seeing and observationoften make use of visual aidslike visually stimulating environmentstake time creating visually pleasing handouts, presentationsmay use colour-coded systems to explain ideas may use mind-maps to explain concepts or vocabulary
Auditory Learnersneed to listen or speak to remembermay sub-vocalise or move in rhythm while learningdo not usually take noteslike class discussionsoften listen to music while learningcan repeat back what they have heard
They need to write down what they have learned aloud.
Auditory Teacherslearn and teach through speaking and listeningmany rely on their voice or other auditory input to get ideas acrossenjoy using music, rhymes, raps to teachencourage class discussionsmay work intensively on pronunciationmake use of story-telling in the classroom
Kinaesthetic Emotional Learners
feel comfortable in a group in which they like the peopleneed to connect learning with positive feelingsoften personalise their learning materialsmay need to find their own reasons for learninglike the freedom to be creativeneed to be able to ask for help
They need to learn to put their emotions aside.
Kinaesthetic Emotional Teachers
learn and teach using feelings and intuitionuse activities which encourage personal and/or emotional input from learnersare sensitive to moods in the classroommake use of creativitymay use personal stories to teachstrive for harmonious atmosphere in class
Kineasthetic Motoric Learnerslike to move about may play with small objectsneed to try things out for themselveslearn by doing and real-life experienceslearn well with manipulatives and things they can touch
They need to write down whatever they learned while moving about.
Kineasthetic Motoric Teacherslearn and teach through movement or physical activitiesrarely sit while teachingmake use of mime, role plays, simulations, etc.demonstrate concepts or vocabulary physicallyrelate learning material to real-life experiencesmake use of manipulatives in the classroom
Global / Analytic Model Global
Analytic
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Global Learnersremember the entire experience rather than the detailsprefer to try things out rather than read detailed explanationsperceive information holisticallyare relationship-oriented in groupslike to please othersvalue feelings over factstend to be spontaneous
They need to learn to take criticism without attaching emotions to it.
Global Teachersmay give general rather than specific goalstend to give concrete and/or personal examples while explaining conceptsvalue student-centred classroom and group work or cooperative learning activitieshave a plan for the lesson but stay flexible and spontaneousencourage discovery or inductive method
Analytic Learnersperceive information in detailed wayremember specifics may prefer to work aloneare generally self-motivatedare task-orientedvalue facts over feelingscan usually take criticism more rationally
They need to work on creating an overview and not get caught up in the details.
Analytic Teacherstend to give specific goalsput emphasis on reflection and analytical reasoningprefer deductive approach and give rules firstmay put emphasis on accuracygenerally follow their plan/syllabus carefullymay make use of logic puzzles or problem-solving activities which require critical thinking skillsmay prefer more individual work in the classroom
Mind Organisation
Perceive concretelyOrganise non-systematicallyOrganise systematicallyPerceive abstractly
Power PlannerExpert InvestigatorRadical ReformerFlexible Friend
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Power Plannersare organised and plan aheadare hard-workingare perfectionistswork step-by-stepneed exact instructionslike routines and structurelike to know what is expected
They need to learn to accept change and other peoples points of view.
Power Planner Teacherslike to set out a plan and follow itmay note how long activities should takeare well-organisedtry to ensure handouts are error-freegive exact instructions and expect them to be followedkeep the goal of the lesson in mind
Expert Investigatorsare logical and systematicare sensible, objective and rationalenjoy researchare thorough and exactmay be skeptical like to gather informationunderstand abstract ideasneed time
They may need to learn to work with others.
Expert Investigator Teachersenjoy doing research for lessonsmay use abstract explanationsgenerally enjoy complicated or difficult questions from learnersmake use of critical thinking activitiesexplain language rules carefullyneed to feel they are experts in their fieldstake time to prepare lessons carefully
Radical Reformersare risk-takers and adventurousare curious and creativemay be competitivecan be strong-willedvalue uniqueness and changeare persuasive and inspiringneed real-life experiences to learn
They may need to learn to fit in while maintaining their individuality.
Radical Reformer Teachersoften look for new and unusual ways to present materialmay deviate from a course book or syllabus when possibleenjoy competitive classroom activitieslike being in leadership positionsnotice uniqueness in learners try to be inspiring teachers make use of real-life experiences in the classroomenjoy a challenge
Flexible Friendsare people peopleare creative and imaginativeare sensitive and compassionateare spontaneousare flexibleare enthusiastic and idealisticmake decisions with their hearts
They may need to learn to concentrate less on personal relationships.
Flexible Friend Teachersshow personal interest in learnersmake use of personalised and imaginative activitiesplace value on sharing feelings and emotionsshow compassion in the classroomenjoy working with other colleaguesexpress enthusiasm and idealismstrive for harmony in class and with colleagues
A complete profileWhich of my senses do I use to perceive information?How do I store and recall information?Do I prefer abstract ideas or concrete situations?Do I use emotions or logic to understand?Do I organise systematically or non-systematically?
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What makes activities appeal to different learner types?Use different sensory channelsMake use of different cognitive processingAccept different forms of organisationHelp learners make use of strengthsCreate possibility to discover new strategiesAccept how students learn Give feeling of progress
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Activities
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VAK Activities
What have I changed?Put learners in pairs.Have them look at each other.Ask them to stand back-to-back and change something about their appearance.Have them look at each other again and find out what has been changed.
Extension: first in pairs, then walk about to music, find each other what has they other changed.
Sandy Millanwww.eltpics.com
The Statue
Call learners up one by one.The first makes a pose as a statue.The second adds to the statue.This continues until several learners have created a final statue.Have them sit down and recall what happened.
Extension: Write out the sequence of what happened.
@dfogarty www.eltpics.com
Can you describe the drawing?
Global / Analytic Activities
What would you do if ...?Send two people out of the room and choose a topic.Bring the two people back in and have them ask the others What would you do if this happened to you? Based on the answers they get, they should try to guess what happened. ************************************************it began to rain ice cream?You had to come to work in your pajamas?
The Yes-No HotseatAsk for a volunteer to think of an activity.Have the others ask questions to try and guess what the activity is.The person answering is not allowed to say Yes or No but must find alternative ways to answer.If the person says Yes or No they tell the group the activity and another volunteer is chosen.
Yes!
No!
The envelope gameBrainstorm jobs.Hand out envelopes and small pieces of paper to each of the learners.Have them write their names on their envelopes.They then pass their envelopes to the person on their right who writes a job on a piece of paper they think the person is suited for and puts it in the envelope.The envelopes are passed around till they come back to their owners who take out the jobs and look at them.The learners discusses the jobs they feel they are suited for and why.
Mind organisation activities
Can you sell it?Brainstorm persuasive language.Discuss USPs.Divide the group into buyers and sellers. Tell the buyers that they can buy a total of three different products.Tell the sellers to look around the classroom and find an object they can sell. Give them a time limit and then debrief to find out who was successful and why.
My personal mindmap
Marjorie
UB
o
1975 voice
Opera Camarata 1981 NLP
Santa Cruz adult ed Graz University methodologybusiness English
teacher training
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ActivitiesWhat have I changed?The statueCan you describe the drawing?What would you do if ?The yes-no hotseatThe envelope gameCan you sell it?Personal mindmaps
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Where do learning styles fit in?A way to raise awarenessLearners take an active partCan increase motivationLearner-centredHelp learners develop successful strategies
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Time for ReflectionWhich activities would you enjoy doing?Do these activities reflect your learner type?Which activities will work in your classroom?Do you have any ideas for adapting the activities?
@val360 www.eltpics.com
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Any questions?
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Thank you for your attention.
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AcknowledgementsPhotos usedby Sandy Millan, @dfogarty and @val360 for www.eltpics.com (crowd-sourced, Creative Commons licensed photo resource by and for teachers)
Activities taken from Spotlight on Learning Styles, Marjorie Rosenberg, Delta Publishing 2013