1	Multimedia, Learning Styles, and Multiple Intelligences Deborah Healey English Language Institute Oregon State University deborah.healey@oregonstate.edu http://oregonstate.edu/~healeyd/
2	Objectives 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
3	Workshop outline 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
4	Red/orange = I agree Blue/green = I disagree 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.
5	Cognitive psychology Multiple channels and retention Same content Different content What are these graphics doing here??? Distracting content Distracting motion >
6	Cognitive psychology Field dependent – field independent General to specific – specific to general Sequential – holistic Concrete – abstract Learning is internal Learners add to existing frameworks
7	Frameworks - schema
8	Self-assess 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
9	Learning styles Focus on process of learning How do learners receive, evaluate, and incorporate information? Emphasis on personality Carl Jung Myers-Briggs inventory Four major styles Minor styles, too
10	Four major learning styles 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.
11	Mastery style learner 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)
12	Understanding style learner 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)
13	Self-expressive style learner 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)
14	Interpersonal style learner 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)
15	What are your styles? 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?
16	Discuss Think about a lesson How have you incorporated different learning styles? How could you? Make a quick list of ideas from your group More on this later…
17	Red/orange = I agree Blue/green = I disagree 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.
18	Multiple intelligences Howard Gardner’s Frames of Mind (1983) and Multiple Intelligences (1993) Everyone has several strengths Not everyone has the same strengths
19	Self-assess: 8 intelligences 1= very true 4= not true
20	Eight intelligences: Verbal-linguistic 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
21	Eight intelligences: Logical-mathematical Solves problems Learns how things work Sees patterns Calculates Considers hypotheses What types of people? Write down to discuss later
22	Eight intelligences: Visual-spatial Graphic skill Dreamer Sees things in three-dimensional ways Perceives patterns as images What types of people? Write down to discuss later
23	Eight intelligences: Bodily-kinesthetic 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
24	Eight intelligences: Musical Likes background music Remembers through songs, chants Notices details and rhythms What types of people? Write down to discuss later
25	Eight intelligences: Interpersonal Understands others Organizes others Loves to communicate Adapt easily to different social situations What types of people? Write down to discuss later
26	Eight intelligences: Intrapersonal 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
27	Eight intelligences: Naturalist 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
28	Self-assess: 8 intelligences 1= very true 4= not true
29	What are your intelligences? What about your students? Is your teaching aligned for their best learning? 5-minute reflection What can you use? What questions do you have?
30	Break Connecting the dots… Adding technology Practical suggestions Discussion and sharing
31	Combine ideas - share Talk to the group next to you Combine ideas about types of people for each intelligence What unusual types did you find?
32	Types of people
33	Discuss Think about a lesson How have you incorporated different intelligences? How could you? Make a quick list of ideas from your group More on this later…
34	Implementation 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 >
35	Constructivism: Quick review Psychological, social Learners organize information for themselves Learning styles, intelligences Fluid, not rigid Learning environment Experiential Problem-solving
36	What technology can do 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
37	Putting it into Practice Focus on curriculum and goals Engage students Schema (background knowledge) Consider learning styles and intelligences Assess in several ways Formative Summative
38	Curriculum and goals 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?
39	Activate schema Activate background knowledge Graphics Sound - music Video Movement Discussion – calculating Reflection
40	Use advance organizers Help set the framework Concept map – ideas (Inspiration software) Semantic map - vocabulary
41	Consider learning styles Concrete Add images, videos, sound Abstract/theoretical Draw conclusions from data Emotionally engaged Music, art Working with others Collaborative projects - creating exercises Discussion board
42	Consider intelligences Multiple media are especially useful Find resources online MIT Open Courseware (More on this tomorrow)
43	Multimedia samples 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
44	Within PowerPoint Graphics Sound - music Animation - movement Movies Learner-created shows (yesterday’s talk 38)
45	Intelligences and media
46	Alternative assessment: Using intelligences
47	Think about a sample course How do you use multimedia now? How could you incorporate it? 5-minute reflection Share information with a neighbor
48	Discussion Discussion/Q&A Try it yourself this afternoon