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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
JSP 2010-2011
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
JSP 2010-2011
DIFFERENTIATED INSTRUCTION THEORY
Constructivist learning theories Learning styles Brain development Learner readiness Motivation Engagement Academic growth
JSP 2010-2011
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
JSP 2010-2011
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
JSP 2010-2011
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
JSP 2010-2011
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