WHO ARE THE LEARNERS?

LEARNING STYLES.The learning styles are five types learnes, they are:

Auditory Learners. Visual Learners. Tactile Learners.

Kinesthetic Learners. tTactile / Kinesthetic Learners.

AUDITORY LEARNERS:o Spoken and heard materials.o Listen audios.o Listen stories.o Listen songs.APPLICATIONS:Students read out loud to each others in small groups and the teachers can use CDs and DVDs ti explain concepts.

VISUAL LEARNERS.

o Informations that they see.o informations that they read.o Pictures and diagrams.

Visual stimuli help them “MAKE MEMORIES” and is easier recall ideas and concepts.

APPLICATIONS:

The teachers can use descriptive language, DVDs and television and students can help to them decorate classroom in colorful and appealing ways.

TACTILE LEARNERS.o Handling materials.o Writing.o Drawing.

Their hand nedd to be busy to angage their minds for that they are tapping pencils, doodling and so forth.

APPLICATIONS:

T he teachers can provide opportunity to learn through touching and feeling also the students can create collections of things related to the topic.

KINESTHETIC LEARNERS.o Learn by doing and moving.o Create models.o Construct examples. This help to make “MAKE MEMORIES”.

APPLICATIONS:

The teacher can engage role-playing and simulations for understanding through concrete materials.

TACTILE / KINESTHETIC LEARNERS.o Role-plays.o Simulations.o Freedom and opportunity to move around the classroom.

APPLICATIONS:

The teachers engage in imitations and learning involves more than “SIT AND GET”.

Allow them the opportunity for movement and change of scenery and provide a variety of learning enviroments.

Thinking style

Anthony Gregorc (1985) of the University of Connecticut developed a theory of thinking styles based on two variables: our view of the world (wheter we see the world in an abstract or concrete way) ando how we order the world (in a sequencial or random order).

Concrete randoms

Characteristics of learners.

Have an experimental attitude and behavior; are intuitive; are divergent thinkers; enjoy finding alternate ways

of solving problems.

Concrete Sequential

Implicactions for the classroom.

These learners need opportunities to make choices about their learning. They like independent work without

teacher intervention.

Implications for the classsroom.

These learners require structure, frameworks, timelines, and

organization to their learning.

They like lecture and teacher directed activities.

Abstract Sequencial.

Characteristics of learners.

Prefer to decode written, verbal and image symbols; delight in theory and abstract thought; rational and logical.

Implications for the classroom.

These learners prefer presentations and lectures that have substance and are rational and sequential in nature

Abstract Random.

Characteristics of learners.

Live in a world of feelings and emotion; associate the medium with

the message; evaluate learning experience as a whole.

Implications for the classroom.

These learners prefer to receive information in gropu discussion.

Cooperative groups and partners facilitate learning.

EMOTIONAL INTELLIGENCE Another distinguishing characteristic that makes

brains unique is emotional intelligence , or the ability to use one’s emotions intelligently. Emotion intelligence includes five domains. Students differ dramatically with respect to demonstrating competencies in each of these domains.

THE WORLD OF THE FUTURE It has been said that parents and teachers

prepare students for a world they will never know. It is a world unfamiliar.

1. identify, organize, plan, and allocate resources.

2. work with others.

3. acquire and use information.

4. understand complex interrelationships.

5. work with a variety of technologies

Neural pruning occurs in earnest in early childhood, as the brain makes connections and elimi- nates unused or designated neurons to increase brain efficiency. The brain picks up this process again through the adolescent years into the early 20s.

THE ADOLESCENT BRAIN

Brain develop Frontal Lobes

Myelination

Amigdala(Emergency Responses)

Prefrontal Cortex (priorization organization)

Axon Myelination

The myelin allows for faster and more efficient transport of electrical impulses. Any action or thinking process repeated habitually is strengthened by myelination to a higher level of maturity.

Brain scans of the frontal lobes of teens ages 12–16 show considerably less myelination than those of young adults ages 23–30 (Spinks, 2002).

The prefrontal cortex

It is responsible for:

• making sound judgments;

• goal setting and prioritization;

• organization and planning of tasks;

• controlling impulses; and

• controlling emotions.

Frontal Lobes

This area is found behind the forehead.

a huge spurt of brain development takes place from ages 9 to 10. Millions of new synapses that process information form.

Applications

• Avoid caffeine and nicotine in the afternoon.

• Stop using the TV and computer and stop heavy studying right before bed.

• Make sure the bedroom is dark and quiet at bedtime.

• Keep weekend sleeping like that on weeknights as much as possible to avoid confusing the brain’s circadian rhythms.

Meeting the needs of individual leaarners

Make a lesson plan according to each need.

Environment

Pre-assessment

Curriculum compacted

Group strategies

Choise boards

Differentiated assessments

Multiple assessmentsMultiple intelligences

Learning Styles

MeeTing The neeDS oF inDiViDuAL LeArnerS

• Environment

• Pre-assessments

• Curriculum compacting

• Grouping strategies

• Choice boards

• Differentiated assessments

• Multiple intelligences

• Bloom’s taxonomy

Sleep Patterns

Teens neen at least 9 hours to sleep during the night.

Continous lack of sleep has a bad effectc in the consolidation of new languaje (REM)

We are challenged to facilitate their

opportunities to learn in optimal ways.