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- Deborah Healey
- English Language Institute
- Oregon State University
- deborah.healey@oregonstate.edu
- http://oregonstate.edu/~healeyd/
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2
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- Raise awareness of learning styles and multiple intelligence (MI) theory
- Model and discuss ways teachers can use learning styles and MI to
enhance teaching
- Encourage action
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3
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- Goals for this session:
- Summarize related theories
- Cognitive psychology
- Learning styles
- Gardner’s multiple intelligences
- Constructivism
- Describe uses of multimedia
- Discuss putting ideas into practice
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4
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- I know how I prefer to learn.
- Most of my students like to learn the same way that I do.
- It is usually good to have multimedia as part of a lesson.
- It’s not possible to integrate different learning styles into a large
lecture class.
- I know about Multiple Intelligence theory.
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5
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- Multiple channels and retention
- Same content
- Different content
- What are these graphics doing here???
- Distracting content
- Distracting motion
>
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6
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- Field dependent – field independent
- General to specific – specific to general
- Sequential – holistic
- Learning is internal
- Learners add to existing frameworks
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7
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8
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- Consider the four styles:
- Mastery
- Understanding
- Self-expressive
- Interpersonal
- As you listen, write
- 1 = very true for you
- 4 = not true at all for you
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9
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- Focus on process of learning
- How do learners receive, evaluate, and incorporate information?
- Emphasis on personality
- Carl Jung
- Myers-Briggs inventory
- Four major styles
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10
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- Mastery
- Understanding
- Self-expressive
- Interpersonal
- Most people are a mix of all of these
- One or two styles may dominate
- Silver, H., Strong, R. and Perini, M. (1997). Integrating learning
styles and multiple intelligences. Educational Leadership, 55 (1),
22-27.
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11
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- Processes information sequentially, step by step
- Prefers for concrete over abstract ideas
- Judges information and learning by how clear and practical it is
- (Silver, et al., 1997: p22)
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12
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- Prefers abstract ideas
- Learns by questioning and testing ideas, looking for evidence
- Evaluates information and learning by how logical it is and how it fits
evidence
- (Silver, et al., 1997: p22-23)
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13
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- Looks for images and patterns in information
- Uses feelings and emotions
- Judges information and learning by its beauty and ability to inspire and
delight
- (Silver, et al., 1997: p23)
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14
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- Prefers concrete, practical information (like the Mastery learner)
- Wants to learn with others
- Judges learning on its ability to help others or fit the group’s goals
- (Silver, et al., 1997: p23)
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15
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- Research on Americans by Silver and Strong (1997)
- Mastery – 35%
- Understanding – 18%
- Self-expressive – 12%
- Interpersonal – 35%
- Compare with others around you
- Are you like your students?
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16
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- Think about a lesson
- How have you incorporated different learning styles?
- How could you?
- Make a quick list of ideas from your group
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17
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- You can measure intelligence.
- Some people have more intelligence than others.
- Some people are just not intelligent.
- Everyone has different strengths.
- Musical, mathematical, and artistic people have different strengths.
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18
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- Howard Gardner’s Frames of Mind (1983) and Multiple Intelligences (1993)
- Everyone has several strengths
- Not everyone has the same strengths
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19
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20
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- Reads, writes, tells stories
- Memorizes places, dates, names
- Thinks in words
- Uses language to express complex meanings
- What types of people?
- Write examples to share later
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21
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- Solves problems
- Learns how things work
- Sees patterns
- Calculates
- Considers hypotheses
- What types of people?
- Write down to discuss later
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22
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- Graphic skill
- Dreamer
- Sees things in three-dimensional ways
- Perceives patterns as images
- What types of people?
- Write down to discuss later
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23
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- Always moving
- Walks, touches things
- Uses body language to express feelings
- Manipulates objects
- Good physical skills
- What types of people?
- Write down to discuss later
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24
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- Likes background music
- Remembers through songs, chants
- Notices details and rhythms
- What types of people?
- Write down to discuss later
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25
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- Understands others
- Organizes others
- Loves to communicate
- Adapt easily to different social situations
- What types of people?
- Write down to discuss later
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26
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- Self-aware
- Highly independent
- Prefers to work alone
- Can do self-access learning effectively
- Likes to have time to reflect
- What types of people?
- Write down to discuss later
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27
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- Added in 1996
- Likes plants and animals
- Collects, cares for, studies
- Observes patterns in nature
- Classifies and identifies natural objects
- What types of people?
- Write down to discuss later
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28
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29
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- What about your students?
- Is your teaching aligned for their best learning?
- 5-minute reflection
- What can you use?
- What questions do you have?
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30
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- Connecting the dots…
- Adding technology
- Practical suggestions
- Discussion and sharing
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31
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- Talk to the group next to you
- Combine ideas about types of people for each intelligence
- What unusual types did you find?
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32
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33
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- Think about a lesson
- How have you incorporated different intelligences?
- How could you?
- Make a quick list of ideas from your group
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34
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- Identify students’ intelligences
- Help them identify themselves
- Expand them
- Realize that people have more than one type
- Recognize them
- Let learners use their intelligences
- Cooperative groups are useful
>
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35
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- Psychological, social
- Learners organize information for themselves
- Learning styles, intelligences
- Fluid, not rigid
- Learning environment
- Experiential
- Problem-solving
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36
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- Offer choices -
- text, graphics, sound, video
- Control media
- Help create a learning space
- Connect to information sources (including people) around the world
- Perform a task
- Give a reason to use English
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37
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- Focus on curriculum and goals
- Engage students
- Schema (background knowledge)
- Consider learning styles and intelligences
- Assess in several ways
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38
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- What are you teaching?
- How are you teaching it?
- Why are you teaching it?
- What do teachers and students want?
- How do your students learn?
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39
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- Activate background knowledge
- Graphics
- Sound - music
- Video
- Movement
- Discussion – calculating
- Reflection
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40
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- Help set the framework
- Concept map – ideas
- Semantic map - vocabulary
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41
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- Concrete
- Add images, videos, sound
- Abstract/theoretical
- Draw conclusions from data
- Emotionally engaged
- Working with others
- Collaborative projects - creating exercises
- Discussion board
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42
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- Multiple media are especially useful
- Find resources online
- MIT Open Courseware
- (More on this tomorrow)
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43
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- Electricity and Magnetism
- http://ocw.mit.edu/OcwWeb/Physics/8-02Electricity-and-MagnetismSpring2002/CourseHome/
index.htm
- Lecture notes, videotaped lectures
- Math – www.frontiernet.net/~imaging
- Electronic geometry models
- http://www.eg-models.de/models.html
- Manipulate the models
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44
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- Graphics
- Sound - music
- Animation - movement
- Movies
- Learner-created shows
- (yesterday’s talk 38)
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45
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46
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47
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- How do you use multimedia now?
- How could you incorporate it?
- 5-minute reflection
- Share information with a neighbor
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48
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- Discussion/Q&A
- Try it yourself this afternoon
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