Adult Learning Adult Learning TheoryTheory

A compilation of the best in: A compilation of the best in: • Brain TheoryBrain Theory• Types of IntelligenceTypes of Intelligence • Learning StylesLearning Styles• Teaching StrategiesTeaching Strategies• Self AssessmentSelf Assessment

In any new situation or In any new situation or experience, the brain asks two experience, the brain asks two questions: questions:

I wonder what this is about?I wonder what this is about?

How can I use it?How can I use it?

Principle #1: Each Brain Is Principle #1: Each Brain Is UniqueUnique

Teaching Implication: 20 students, 20 Teaching Implication: 20 students, 20 different brains!different brains!

Teaching strategy: Teaching strategy: Provide instruction that allows all students Provide instruction that allows all students to express and practice visual, tactile, to express and practice visual, tactile, and/or auditory learning preferences.and/or auditory learning preferences.

Principle #2: Emotions Are Principle #2: Emotions Are Critical To LearningCritical To Learning

Teaching Implication: You cannot separate emotions Teaching Implication: You cannot separate emotions from learning. from learning.

The affective (feelings) and cognitive thinking) The affective (feelings) and cognitive thinking) domains are linked.domains are linked.

What we learn is influenced and organized by What we learn is influenced and organized by feelings and attitudes. Fear, threat, shame, stress feelings and attitudes. Fear, threat, shame, stress are not effective teaching tools.are not effective teaching tools.

Teaching Strategy: Teaching Strategy: A safe, supportive, creative learning environment is A safe, supportive, creative learning environment is KEY!KEY!

Principal #3: Learning Engages The Principal #3: Learning Engages The Entire PhysiologyEntire Physiology

Teaching Implication: learning is as natural as breathing. Teaching Implication: learning is as natural as breathing. It is possible to inhibit & limit learning or facilitate learning. It is possible to inhibit & limit learning or facilitate learning. Anything that effects our physical functioning affects our Anything that effects our physical functioning affects our capacity to learn. capacity to learn. What we fuel the body with influences our capacity to learn. What we fuel the body with influences our capacity to learn.

How we burn that fuel also influences our capacity to learn. How we burn that fuel also influences our capacity to learn. Good nutrition, Regular meals, Exercise, Reducing stress,Good nutrition, Regular meals, Exercise, Reducing stress,Restful sleep, Play and Relaxation…Restful sleep, Play and Relaxation… all improve the ability to learnall improve the ability to learn

Teaching Strategy: Create an environment that supports the Teaching Strategy: Create an environment that supports the body. body.

Use specific techniques, such a deep breathing to calm & focus, Use specific techniques, such a deep breathing to calm & focus, or marching in place to activate & integrate, guided imagery to or marching in place to activate & integrate, guided imagery to set intention & goals. set intention & goals.

Principle #4: The Brain Is Principle #4: The Brain Is CuriousCurious

It needs to Know. Naming and It needs to Know. Naming and Meaning Provide Structure.Meaning Provide Structure.

Teaching Implication: The search Teaching Implication: The search for meaning is innate. The brain for meaning is innate. The brain is a parallel processor. It registers is a parallel processor. It registers the familiar and simultaneously the familiar and simultaneously looks for the novel. looks for the novel.

Teaching Strategy:Teaching Strategy: Provide a safe and creative Provide a safe and creative learning environment that is learning environment that is stable and consistent as this stable and consistent as this provides familiarity.provides familiarity.

Incorporate opportunity for Incorporate opportunity for discovery, challenge and novelty. discovery, challenge and novelty.

Principle #5: The Brain Is a Pattern MakerPrinciple #5: The Brain Is a Pattern Makerit searches for and organizes information it searches for and organizes information into patternsinto patterns

Teaching Implication: Learners are patterning all the time. Teaching Implication: Learners are patterning all the time.

You cannot stop the process.You cannot stop the process.

HOWEVERHOWEVER

Teaching Strategy: You can influence the direction of the patterning Teaching Strategy: You can influence the direction of the patterning by giving the students the opportunity to link prior knowledge and by giving the students the opportunity to link prior knowledge and experience to the material to make the information more experience to the material to make the information more meaningful, useful and personally relevant. meaningful, useful and personally relevant.

Principle #6: The Brain Is A Parallel Principle #6: The Brain Is A Parallel ProcessorProcessor

The brain ceaselessly performs many functions simultaneously 24/7The brain ceaselessly performs many functions simultaneously 24/7

The Brain Is Control CentralThe Brain Is Control CentralThoughts, emotions, imagination, predisposition, memory, movement, function all Thoughts, emotions, imagination, predisposition, memory, movement, function all

operate concurrently.operate concurrently.

Teaching Implication: No one method, techniques or strategy can encompass the Teaching Implication: No one method, techniques or strategy can encompass the variations of the brain.variations of the brain.

Teaching Strategy: What To Do?Teaching Strategy: What To Do?

Invite Invite

OrchestrateOrchestrate

FacilitateFacilitate

Coach--MentorCoach--Mentor

Principle #7: The Brain is Principle #7: The Brain is Sectional, Integrated, Separate Sectional, Integrated, Separate but Related.but Related. The Brain Processes Parts and Wholes Simultaneously.The Brain Processes Parts and Wholes Simultaneously.

Teaching Implication: Teaching Implication:

• Learning is cumulative and developmental. Learning is cumulative and developmental.

• Parts and wholes are conceptually interactive. Parts and wholes are conceptually interactive.

• They derive meaning from each other.They derive meaning from each other.

Teaching Strategy: Link student’s prior knowledge and Teaching Strategy: Link student’s prior knowledge and experience to learning objectives. experience to learning objectives.

Principle #8: We Have two types Principle #8: We Have two types of memory that serve Learning.of memory that serve Learning.

A spatial system, which is the working memory.A spatial system, which is the working memory.

A rote system for A rote system for proceduralprocedural learning & learning & memorization. memorization.

Teaching Implication: Over emphasize on the Teaching Implication: Over emphasize on the memorization and recall of unconnected facts is memorization and recall of unconnected facts is an efficient use of the brain. Memorization an efficient use of the brain. Memorization without application inhibits understanding and without application inhibits understanding and the development of critical thinking skills. the development of critical thinking skills.

Teaching Strategy: Practice instructional strategies, Teaching Strategy: Practice instructional strategies, which foster the students assessment, which foster the students assessment, development, retention and application of new development, retention and application of new knowledge. knowledge.

Principle #9: The Brain Understands And Principle #9: The Brain Understands And Remembers Best When Facts And Skills Are Remembers Best When Facts And Skills Are Embedded In Natural Spatial Memory, The Embedded In Natural Spatial Memory, The Working Memory.Working Memory.

Teaching Implication: Successful learning Teaching Implication: Successful learning depends on using all the senses: auditory, depends on using all the senses: auditory, visual, kinesthetic, olfactory and immersing visual, kinesthetic, olfactory and immersing the learner in a multitude of complex and the learner in a multitude of complex and interactive experiences. interactive experiences.

Teaching Strategy: Use lots of relevant real Teaching Strategy: Use lots of relevant real life references that your students can relate life references that your students can relate to. Link an activity to the learning by to. Link an activity to the learning by incorporating metaphors, role-play, music, incorporating metaphors, role-play, music, visual imagery, poetry, drawing and/or visual imagery, poetry, drawing and/or collage. collage.

Principle #10: Learning Is Principle #10: Learning Is Enhanced By Challenge And Enhanced By Challenge And Inhibited By Threat.Inhibited By Threat.Teaching Implication: Teaching Implication:

When the brain perceives threat, it “downshifts”, causing When the brain perceives threat, it “downshifts”, causing portions of the brain to function below par. portions of the brain to function below par.

This “downshift” creates a feeling of helplessness, narrowing of This “downshift” creates a feeling of helplessness, narrowing of focus, loss of concentration, and less flexibility within the focus, loss of concentration, and less flexibility within the person. person.

Teaching Strategy: Teaching Strategy: Provide a consistent, supportive, non-threatening environment Provide a consistent, supportive, non-threatening environment

that is conducive to learning. that is conducive to learning.

Use praise, thanks, support, recognition and more praise. Use praise, thanks, support, recognition and more praise.

Dale’s Cone Of LearningDale’s Cone Of LearningExperience and LearningExperience and Learning

Reading

Hearing Words

Looking at Pictures

Watching a MovieLooking at an Exhibit

Watching a demonstration, role-play

Participating in a discussionGiving a Talk

Doing a Dramatic Presentation

Simulating the real thing by role playingDoing the real thing-skill rehearsing, practice, demonstrate

We Tend to Remember

10% of what we read

20% of what we hear

30% of what we see & hear

70% of what we say

90% of what we say & do

Our Level of Involvement

Verbal receiving

Visual Receiving

Receiving & Participating

Doing

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Learning Learning ModalitiesModalitiesA learning modality is a A learning modality is a

“mode”, “manner” or “mode”, “manner” or “channel” through “channel” through which is information which is information is inputted, recorded, is inputted, recorded, stored and accessed stored and accessed in the brain. i.e. in the brain. i.e. visually, auditorally, visually, auditorally, tactually and/or tactually and/or kinesthetically.kinesthetically.

VISUAL: See, Look, View, VISUAL: See, Look, View,

Watch, Observe.Watch, Observe.

“ “Do you see what I mean?”Do you see what I mean?” “What it looks like to me is…” “What it looks like to me is…” “Look at it this way…” “Look at it this way…”

AUDITORY: Hear, Listen, AUDITORY: Hear, Listen, Sound. Sound.

““Do you hear what I am saying?”Do you hear what I am saying?” “Let me put it a different way.” “Let me put it a different way.”“You are not hearing me.”“You are not hearing me.”

TACTILE/KINESTHETIC: TACTILE/KINESTHETIC:

Touch & Feel/ Do, Movement, Act. Touch & Feel/ Do, Movement, Act.

““I need to get a handle on things.”I need to get a handle on things.”“Let me show you. ““Let me show you. ““Give me a hand, will you?” “Give me a hand, will you?” “Let me do it. ““Let me do it. ““Can I try my hand at it?”“Can I try my hand at it?”

The Visual LearnerThe Visual Learner

Right Brain DominateRight Brain DominateAn IntrovertAn IntrovertThe ReaderThe Reader

• Prefers to learn by reading, not listening.

• Reads during free time; reading material always available.

• Magazine subscriptions, book clubs.• Prefers new information in print.• Studies by reviewing notes or • skimming text. • Excellent recall of material that has

been read.• Good at homework assignments.• Prefers to study alone.• Remembers addresses or phone

numbers better if they see it in writing.

• Likes to work on puzzles & workbooks.

Left Brain DominateLeft Brain DominateAn ExtrovertAn ExtrovertThe ObserverThe Observer

• Scans everything. Wants to see things; enjoys visual stimuli.

• Stores visual images-and good at recalling visual images.

• Enjoys shapes, colors, patterns, maps, pictures, and diagrams.

• Can recall words after seeing them a few times.

• Does not enjoy lectures.• Daydreams: A word, sound, smell

causes vivid recall & mental • wandering.• Can vividly describe the details of

a scene/ event they observed.

The Auditory LearnerThe Auditory Learner

Left Brain DOMINATELeft Brain DOMINATEAn IntrovertAn IntrovertThe ListenerThe Listener

Prefers lectures to reading assignments.

Good at remembering verbal instructions/directions-even it they are

written down.Likes to listen to stories, poems,

music and tapes.Seldom takes notes or writes things

down.Often repeats what has just been

said.Talks to self, thinks aloud.Often move lips while reading.Likes out music.Likes to study with a background

noise: TV, radio, and music.Usually has a good ear for music.Likes live music, concerts, and plays.

Right Brain DOMINATERight Brain DOMINATEAn ExtrovertAn ExtrovertThe TalkerThe Talker

The Interactive LearnerThe Interactive LearnerPrefers to discuss ideas & concepts.

Often repeats or re-states, aloud what has been said.

Asks immediately after assignment given, “What is the assignment?”

Remembers an address or phone number by saying it aloud.

Often needs to think aloud-thoughts must be verbalized.

Needs a chance to reflect.Likes brainstorming.Likes to perform... stage, skits, role-

playing, charades, plays, drama, and musicals.

Likes social activities, parties.

The Tactile-Kinesthetic LearnerThe Tactile-Kinesthetic Learner

Left Brain Dominate Left Brain Dominate An IntrovertAn Introvert

Tactile-TouchingTactile-Touching• A toucher, hugger.• In touch with self & feelings.• Needs to touch, handle, and

manipulate materials, objects …especially while learning/studying.

• Good at drawing designs.• Often doodles while listening.• Often “hugs’ self while listening or

concentrating…strokes hands, arms or

• clothing. Rocks, sways, "motors".• Likes computers.• Stands close during

conversations.

Right Brain DominateRight Brain DominateAn ExtrovertAn ExtrovertKinestheticKinesthetic

Body Centered/MovementBody Centered/Movement• The “Doer”.• Needs to get up and move around in

order to process information.• Reads using their finger to follow the

line. Underlines.• Talks with whole body, uses hands,

animated.• Good a reading body language. • Likes performing, charades, acting.• Good at activities & skills that are

body centered: sports, mechanics, using tools.

• Often into physical activity: hiking, jogging,

• Do not like a “desk job”.• Learns through movement.

Four Cognitive Levels Of Four Cognitive Levels Of AssociationAssociation

Concrete…the actual cup… the EXPERIENCE of the actual Concrete…the actual cup… the EXPERIENCE of the actual object known as a cup.object known as a cup.

Three dimensional pictureThree dimensional picture

Symbol Symbol Word…….”Cup”Word…….”Cup”

TEACHING MOMENT: When presenting a concept or idea consider the TEACHING MOMENT: When presenting a concept or idea consider the metaphors, analogies, examples and comparisons you use. metaphors, analogies, examples and comparisons you use. For the concept to take hold in the mind of the student, they need to have a For the concept to take hold in the mind of the student, they need to have a point of reference that is based in experience. point of reference that is based in experience. You cannot teach a concept if there is no experience associated with the You cannot teach a concept if there is no experience associated with the ideas. ideas. There needs to be an experience stored in the mind.There needs to be an experience stored in the mind.

The Four Phases of the Learning ProcessThe Four Phases of the Learning Process

INPUTDecodingTaking

InIn

InformatioInformation n

ORGANIZORGANIZEEEncodingEncoding:: Making Making sense of sense of the the informatioinformation. n. CompreheComprehending. nding.

STORESTORERemembering:Long term memory

RETRIEVRETRIEVEEUsing: Recalling, Doing, Performing,

Reflecting Reflecting

The Four Phases of the Learning ProcessThe Four Phases of the Learning Process

LearninLearning g ModalitModalityy

InputInput OrganizeOrganize StoreStore RetrieveRetrieve

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Reads Reads information.,information.,Observes.,ViObserves.,Visualizes sualizes scenes, scenes, people, and people, and objects.,Reaobjects.,Reads & outlines ds & outlines or takes or takes notes.,Undernotes.,Underline, use a line, use a highlighter.,highlighter.,Color code Color code important important points points

Use graphics or Use graphics or charts to remember charts to remember sequence and sequence and important points.,Use important points.,Use “mind “mind map”.,Outline.,Identifmap”.,Outline.,Identify/write main y/write main idea. ,List main idea. ,List main points. points.

Review material & Review material & notes.,“Hook” notes.,“Hook” information information to,previously to,previously stored / learned stored / learned information.,Writtinformation.,Written en rehearsal.,Color rehearsal.,Color code important code important points.,Develop points.,Develop graphics & graphics & charts.,Answer: charts.,Answer: “How would I use “How would I use this information?” this information?”

Use Mnemonics.,Prepare a written report.,Take a written exam.,Visualize first, then write or explain.,Look for the patterns.,For spelling, write the word to see if it looks correct. ,Use the same style to recall as in rehearsal and/or studying.

The Four Phases of the Learning ProcessThe Four Phases of the Learning Process

LearninLearning g ModalitModalityy

InputInput OrganizeOrganize StoreStore RetrieveRetrieve

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Use Use cooperative cooperative learning learning activities.,Reactivities.,Read aloud and ad aloud and sub sub vocalizes.,Revocalizes.,Repeat (either peat (either aloud or sub aloud or sub vocalize).,Revocalize).,Restate.,Listen state.,Listen to lecture. to lecture. Tapes or Tapes or videos.,Discuvideos.,Discussions.,Use ssions.,Use listening listening music.,Creatmusic.,Create oral e oral mnemonics. mnemonics.

Restate/repeat incoming information to self.,Review information in sequential order. Discuss.,Cooperative learning activities/strategies.,Self talk.,Create oral mnemonics.

Use music & rhythm.,Oral rehearsal.,Listen, repeatedly to previously taped information.,Orally recall & “hook” new information into stored information.,Orally tell how information might be used.,Create oral mnemonics.,Create a verse, rap, poem, and chant.,Answer: “how would I use this information?”

Give an oral presentation.,Tell & role-play to demonstrate lesson/task/situation. ,Discussion activities.,“Talk through” to self to retrieve information and talk self through the task.,Repeat mnemonics.,Sing, chant, rap, verse, poem.,

The Four Phases of the Learning ProcessThe Four Phases of the Learning Process

LearninLearning g ModalitModalityy

InputInput OrganizeOrganize StoreStore RetrieveRetrieve

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Handle/ Handle/ manipulate manipulate objects while objects while reading, reading, listening, listening, observing. observing. Move, walk, Move, walk, “fidget/motor” “fidget/motor” while reading, while reading, doing, doing, listening.,Obselistening.,Observe/participate rve/participate in a in a demonstration.demonstration.,Take breaks ,Take breaks (get up if (get up if necessary & necessary & move) at least move) at least every 15 every 15 minutes. ,Copyminutes. ,Copy, trace, design. , trace, design. Act, role-play, Act, role-play, walk through walk through the task the task /lesson. /lesson.

Write/design or physically model.,Take a break to move/walk/reflect.,Use notes/flash cards, sentence strips, fill in the blanks.,“Cut & paste” technique for linking information. ,Role-play; walk through, model the task or lesson information.

Use variety or tactile or movement activities.,Repeat/rehearse,Copy/write/re-do at least three times.,Apply & use the information through role-play.,Use visual & tactile “tics” to identify task with touching or looking at pre-selected objects. ,“Hook” new information into stored information.

Use a variety of same techniques to retrieve as used to input & store information.,Write, draw, collage, and design.,Use graphics/designs.,Manipulate objects/stroking to recall information.,Role play, model, talk,,Mnemonics.,Use demonstrations, build a model, and use body language. ,Use color-coded flash /note cards.

Teaching Tips: Meeting the Teaching Tips: Meeting the Needs of Adult LEARNERS Needs of Adult LEARNERS

Instructional StrategiesInstructional Strategies Setting The StageSetting The Stage

• Provide consistent structure and orderliness. Provide consistent structure and orderliness. • Employ organizational patterns that signal Employ organizational patterns that signal

class has started.class has started.• Provide specific, concrete, and understandable Provide specific, concrete, and understandable

instructions.instructions.• Have a lesson plan prepared.Have a lesson plan prepared.• Be prepared to present instructions both orally Be prepared to present instructions both orally

and in writing.and in writing.• Have materials organized.Have materials organized.

Plan Instructional Strategies: Plan Instructional Strategies: what strategieswhat strategies will you use to: will you use to:

INPUTDecodingTaking

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Information Information

ORGANIZEORGANIZEEncodingEncoding:: Making sense Making sense of the of the information. information. ComprehendinComprehending. g.

STORESTORERemembering:Long term memory

RETRIEVERETRIEVEUsing: Recalling, Doing, Performing,

Reflecting Reflecting

Step One and Two of Five Step One and Two of Five Step Process Model of Step Process Model of InstructionInstructionSequencing & Organizing Sequencing & Organizing InformationInformation

Provide an Provide an anticipatoryanticipatory set that set that is linked to is linked to the lesson object and engages all students. the lesson object and engages all students. Link students’ prior knowledge, learning Link students’ prior knowledge, learning and/or experience to the lesson objective.and/or experience to the lesson objective.Break down Break down lesson objectivelesson objective in a sequential in a sequential manner. manner. Make a clear transition from lesson objective Make a clear transition from lesson objective toto instructional step of presenting the material, (see instructional step of presenting the material, (see in putting).in putting).

Presenting Material InstructionPresenting Material InstructionStep Three of the Five- Step Three of the Five- Step Process Model of Step Process Model of InstructionInstructionHave Have material presentation timed so to insure adequate time for material presentation timed so to insure adequate time for

instruction that ADDRESSES ALL learning styles.instruction that ADDRESSES ALL learning styles.Link students prior knowledge, experience and or learning to the Link students prior knowledge, experience and or learning to the material being presented.material being presented.relate material to everyday situations when possible.relate material to everyday situations when possible.Make it concrete, (remember the “CUP”). Link to experience.Make it concrete, (remember the “CUP”). Link to experience.Checking for understanding includes more than asking questions and Checking for understanding includes more than asking questions and students giving the right answer. students giving the right answer. Provide opportunity to link to abstract and reflective learning. Provide opportunity to link to abstract and reflective learning. Allow students to ascribe personal meaning. Why is this useful for Allow students to ascribe personal meaning. Why is this useful for them to know? What is the pay value? them to know? What is the pay value? Be aware of your students responses and reactions to your pace & style of Be aware of your students responses and reactions to your pace & style of instruction. instruction. Are students sleeping, disinterestedAre students sleeping, disinterested, side talking, bored, restless, drawing, , side talking, bored, restless, drawing, reading something else?reading something else?

Be prepared to adjust your Be prepared to adjust your pace and style to fit student pace and style to fit student needs. needs. Could This Be You ?Could This Be You ?

Are you talking too Are you talking too much? much?

•Are you using yourself as a point of Are you using yourself as a point of reference?reference?•Are you telling too much of your Are you telling too much of your story? story? •Are you telling your students how Are you telling your students how to do it based on your to do it based on your experience/learning experience/learning style/preference?style/preference?

And if you are, then expect And if you are, then expect that they will make every effort that they will make every effort

To get you off topic & off the lesson plan.To get you off topic & off the lesson plan.To you tune out.To you tune out.To look for ways to prove you wrong.To look for ways to prove you wrong.To want to argue/debate/discuss your To want to argue/debate/discuss your story and theirs.story and theirs.Tell you why what you are telling them will Tell you why what you are telling them will not work for them.not work for them.Ask your advice. Set you up. Ask your advice. Set you up. Run the class. Run the class.

What To Do?What To Do?

Complete a lesson plan, stick with the Complete a lesson plan, stick with the lesson plan. Use a variety of lesson plan. Use a variety of instructional techniques, cooperative instructional techniques, cooperative learning strategies, multi media learning strategies, multi media presentations, adjust and pace your presentations, adjust and pace your presentation. presentation.

Instructional MaterialsInstructional Materials

Provide Provide handouts/worksheets handouts/worksheets that easy to read.that easy to read.Distribute them Distribute them throughout the lesson, throughout the lesson, pacing your flowpacing your flow of reading, of reading, instructional or instructional or worksheet materials. worksheet materials.

Do Not Give Out AllDo Not Give Out AllThe Resource Sheets, The Resource Sheets, WORKSHEETS, WORKSHEETS, Workbooks At Once.Workbooks At Once.It is too distracting, too It is too distracting, too over-whelming.over-whelming.Students will start Students will start looking at them, filling looking at them, filling them out, asking them out, asking questions. questions. Keep them interested in Keep them interested in what is coming next. what is coming next.

Use a variety of instructional materials Use a variety of instructional materials techniques to accommodate all learners.techniques to accommodate all learners.Use multi-sensory strategies to reach Use multi-sensory strategies to reach students with varied learning styles. students with varied learning styles. Provide opportunities or touching, Provide opportunities or touching, handling, acting, role-playing, repeating, handling, acting, role-playing, repeating, writing.writing.Use visual aids: video, graphs, pictures, Use visual aids: video, graphs, pictures, charts, collage.charts, collage.

Help students to visualize material. Help students to visualize material. The more the students can visualize The more the students can visualize and hear what is presented, the better and hear what is presented, the better the material will be understood.the material will be understood.

Use: film, videos, charts, graphs, Use: film, videos, charts, graphs, and illustrations, and illustrations,

flip charts, pictures, the board, write flip charts, pictures, the board, write on it, draw on it.on it, draw on it.

music, poetry, word games.music, poetry, word games.

Learning StrategiesLearning Strategies

Students learn how to learn.Students learn how to learn.Use such transferable learning Use such transferable learning strategies as listening, para-phrasing strategies as listening, para-phrasing SQ3R (survey, question, read, and recite SQ3R (survey, question, read, and recite & review.) & review.) note-taking methods.note-taking methods.memory strategies.memory strategies.Sentence combining.Sentence combining.Word association. Word association.

Provide adults with problem Provide adults with problem solving strategies to increase solving strategies to increase task performance: task performance:

listeninglistening

questioningquestioning

attending to skills, (concentrating on the attending to skills, (concentrating on the task)task)

self-monitoring to ascertain where there self-monitoring to ascertain where there is a break down in understanding. is a break down in understanding.

Use teaching strategies to Use teaching strategies to enhance the storage of enhance the storage of information:information:

categorize the information by: categorize the information by: function, size alphabetically.function, size alphabetically.comparing new information with comparing new information with known information, andknown information, andorganizing the information by organizing the information by distinguishing what is important from distinguishing what is important from what is less important. what is less important. Use mapping, clustering.Use mapping, clustering.

Use teaching strategies to Use teaching strategies to enhance memory:enhance memory:

visual imageryvisual imagery

clustering or chunking information into clustering or chunking information into unitsunits

color codingcolor coding

mapping, andmapping, and

verbally rehearsing informationverbally rehearsing information

practicepractice

Use teaching strategies to aid Use teaching strategies to aid in the retrieval of information:in the retrieval of information:

associationassociation

mnemonicsmnemonics

imagery, andimagery, and

setting ideas to music/rapping, setting ideas to music/rapping, rhymingrhyming

Provide opportunities for Provide opportunities for students to practice skills in students to practice skills in multiple settings with a multiple settings with a variety of materials, since variety of materials, since many of our students lack the many of our students lack the ability to quickly generalize ability to quickly generalize and apply skills learned. and apply skills learned.

Accommodating & Accommodating & ModificationsModifications::

Make sure lesson plan timing allows for task Make sure lesson plan timing allows for task completion. completion. Pair senior students with new students.Pair senior students with new students.Pair low level readers with better readers.Pair low level readers with better readers.Have test material read to student.Have test material read to student.Keep worksheets and/or tests “do-able”. Keep worksheets and/or tests “do-able”. Encourage students to write on every other line.Encourage students to write on every other line.Encourage students to high light. Encourage students to high light. Allow adequate time for students to copy material Allow adequate time for students to copy material from the board or video.from the board or video.Have key concepts posted about the room or on Have key concepts posted about the room or on flip charts. flip charts.

Seven Different TYPES OF Seven Different TYPES OF Intelligence_________Intelligence_________ Seven Different Seven Different Ways Of KnowingWays Of Knowing

Verbal-Linguistic Verbal-Linguistic IntelligenceIntelligence

Deals with words and Deals with words and language both written language both written and spoken.and spoken.

Musical-Rhythmic Musical-Rhythmic IntelligenceIntelligence

Deals with recognizing Deals with recognizing tonal patterns, sounds, tonal patterns, sounds, rhythms and beats.rhythms and beats.

Visual-Spatial IntelligenceVisual-Spatial Intelligence

Relies on sense of Relies on sense of sight and ability to sight and ability to visualize; includes visualize; includes ability to create ability to create mental images.mental images.Can layer images in Can layer images in the mind, make the mind, make them three them three dimensional.dimensional.

Intrapersonal IntelligenceIntrapersonal Intelligence

Relates to self-knowledge.Relates to self-knowledge.

Relates to ability to self-reflect.Relates to ability to self-reflect.

Metacognition: Deeper meaning.Metacognition: Deeper meaning.

Awareness of internal states of Awareness of internal states of being.being.

Body-Kinesthetic Body-Kinesthetic IntelligenceIntelligence

Relates to physical movement, Relates to physical movement, coordination.coordination.

Brain and body connection Brain and body connection integrated.integrated.

Uses brain’s motor cortex, which Uses brain’s motor cortex, which controls bodily motion. controls bodily motion.

Interpersonal IntelligenceInterpersonal Intelligence

Has to do with person-to- person Has to do with person-to- person relationships and communication. relationships and communication.

Logical-Mathematical Logical-Mathematical IntelligenceIntelligence

Deals with inductive and deductive Deals with inductive and deductive thinking, reasoning, numbers and thinking, reasoning, numbers and abstract patterns sometimes called abstract patterns sometimes called scientific thinking.scientific thinking.

ImplicationsImplications

Intelligence is not governed by what Intelligence is not governed by what you know. Intelligence is determined you know. Intelligence is determined through a more inclusive range of through a more inclusive range of abilities; including how you know and abilities; including how you know and what you learn easily such as what you learn easily such as information, talents and/or skills that information, talents and/or skills that you have a knack for acquiring and you have a knack for acquiring and excelling in. excelling in.