JSP 2010-2011

UNIT 12. LEARNING STYLES AND DIFFERENTIATED INSTRUCTION

JSP 2010-2011

AIMS OF THE SESSION

Analyse the influences of recent studies regarding issues such as “intelligences” and “differentiated instruction”.

Apply these researches to CLIL lessons.

JSP 2010-2011

CONTENTS OF THE SESSION

Listening

Debate

Teacher’s speech on topic

Writing

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LISTENING

Listen to this clip about Learning styles.

Classroom Secrets Learning about Learning Styles.wmv

Take notes

JSP 2010-2011

DEBATE

Which is your learning style?

Do you teach the way you learn?

What consequences may it imply for your students?

Do all the students learn the same way?

JSP 2010-2011

INTELLIGENCE

Alfred Binet: differentiate “uneducable” students from the

other students.

Intelligence testWhat is intelligence?

JSP 2010-2011

INTELLIGENCE

Two schools of thought: One general intelligence: there is one factor from

which all intelligence is derived. Multiple intelligences: there are different kinds of

intelligence.

General consensus: “Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by

taking thought” (Neisser et al., 1996)

JSP 2010-2011

DIFFERENTIATED INSTRUCTION THEORY

One lesson is taught to the entire class while meeting the individual needs of each child.

“Educators can meet all individual student needs and help every student meet and exceed established standards” (Levy, 2008)

Key: find out how our students learn

JSP 2010-2011

DIFFERENTIATED INSTRUCTION THEORY

Factors affecting students: Abilities Experiences Needs Learning style Language proficiency Background knowledge Readiness to learn

Teachers need “sufficient appropriate knowledge of the pupils plus the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximize their learning, whatever their individual situation” (K. Bigo)

JSP 2010-2011

DIFFERENTIATED INSTRUCTION THEORY

Students learn best when they make connections between the curriculum and their diverse interests and experiences.

The greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance.

“Ensuring that what a student learns, how he/she learns, and how he/she demonstrates what he/she has learned is a match for that student’s readiness level, interests and preferred mode of learning”

JSP 2010-2011

INFLUENCES

Vigotsky: individuals learn best in accordance with their readiness to do so.

Bruner: when interest is tapped, learning is more likely to be rewarding and the student becomes more autonomous.

Gardner: schools should offer individual-centered education.

JSP 2010-2011

GARDNER’S MULTIPLE INTELLIGENCES THEORY

“Students possess different kinds of minds and therefore learn, remember, perform and understand in different ways”

“We know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves”

JSP 2010-2011

GARDNER’S MULTIPLE INTELLIGENCES THEORY

Educational system: eneryone can learn the same materials in the same way.

Instruction and assessment biased toward linguistic modes and towards logical-quantitative modes.

Contrast between Gardner’s theory and educational system.

JSP 2010-2011Learning style Features Teaching Tools

Visual-spatial Physical space,Environments.

Drawings, verbal and physical imagery

Models, graphics, charts, photos, drawings, 3-D modelling, multimedia

Bodily-kinesthetic Use of the body, movement, touching

Physical activity, hands-on, acting out, role playing

Equipment, real objects

Musical Sensitivity to rythm and sounds

Speaking rythmically, tapping out time

Musical instruments, radio, CD-ROM, multimedia

Interpersonal Understanding, interacting with others

Group activities, seminars, dialogues

Writing, conferencing, attention from the instructor

Intrapersonal Wisdom, intuition, motivation, confidence, opinions, strong will

Independent study and instrospection

Books, creative materials, privacy, time.

Linguistic Use words effectively, auditory skills

See words, read books together

Computers, games, multimediia, lecture

Logical-mathematical

Think conceptually, abstractly, reasoning and calculating

Logic games, investigations, mysteries

Puzzles, experiments

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DIFFERENTIATED INSTRUCTION THEORY

Constructivist learning theories Learning styles Brain development Learner readiness Motivation Engagement Academic growth

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DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS

Teachers have to: tailor their instructions and adjust the curriculum to

students’ needs. provide students with different avenues to acquiring

content. develop teaching materials to learn effectively. Provide appropriate levels of challenge for all students

(lag behind, advanced, middle) Teachers don’t:

Develop a separate lesson plan for each student in the classroom

Water down the curriculum for some students

JSP 2010-2011

DIFFERENTIATED INSTRUCTION THEORY AND TEACHERS

Get to know your students: level, learning styles, and interests.

Identify areas of your curriculum that could be adapted

Examine your role as teacher: diversify instructional methods, facilitate time, space and materials, identify different methods of assessment.

JSP 2010-2011

STRATEGIES

Pre-assessment Content differentiation: Bloom’s

taxonomy Process differentiation: methods,

groupings, layered curriculum Product differentiation: afford students

different ways of demonstrating what they have learned

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DIFFERENTIATED INSTRUCTION THEORY IN THE CLASSROOM

Learner-responsive Teacher-facilitated Variety of assessment strategies Balanced teacher-assigned and

student-selected projects Variety of learning styles Interactive assessment

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DIFFERENTIATED INSTRUCTION LESSON

Definite aim for all students Variety of teacher techniques Considers student learning styles Involves all students Some students may need adjusted

expectations Diversity in assessment methods Different methods are of equal value Students evaluation based on individual

differences

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CONCLUSIONS

Differentiated instruction: Encourages inclusion of all students Addresses different learning styles Allows teachers to reach all of the students

some of the time Allows for diversity among students Fosters socal relations and self-steem Meets social, emotional and academic

needs.

JSP 2010-2011

WRITING

Reflect on the way you teach and learn.

JSP 2010-2011

SEE YOU ON WEDNESDAY 18THTHANK YOU