Learning Styles Principles in this presentation What is your perceptual strength? Aural – plenty...
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Transcript of Learning Styles Principles in this presentation What is your perceptual strength? Aural – plenty...
![Page 1: Learning Styles Principles in this presentation What is your perceptual strength? Aural – plenty of talk form me but remember aurals also like to talk.](https://reader033.fdocuments.in/reader033/viewer/2022051819/5514de4955034640138b6711/html5/thumbnails/1.jpg)
Learning Styles Principles in this presentation
What is your perceptual strength? Aural – plenty of talk form me but remember aurals also like to talk so themselves so opportunity for this in discussion from time to time.Visual – OHP slides but make up own TM’s as this also a visual activity and keeps you actively processing. Change the TM form e.g. attribute map to a cause and effect map and again actively processing.Tactual – Make up own notes as go.Kinaesthetics - shoes off and feet feel carpet or even rub feet on carpet.
What is your second preference?
Must use for reinforcing – research data. To just use the one is inefficientOthers use all the time and easy to also include your second preference in this presentation.
Importance of analytic and global titles.
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Get the Process Right!Or
Don’t Get Your Nose Out of Joint!
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Getting the right answersor
A questionable practice!
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Teachers asking
questions
Two or three
questions per minute
Mary Budd Rowe’s Research
Student response within .09 seconds
Only one second before
moving on
Answered own
questions
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Teachers asking
questions
Two or three
questions per minute
Mary Budd Rowe’s Research
Student response within .09 seconds
Only one second before
moving on
Answered own
questions
![Page 6: Learning Styles Principles in this presentation What is your perceptual strength? Aural – plenty of talk form me but remember aurals also like to talk.](https://reader033.fdocuments.in/reader033/viewer/2022051819/5514de4955034640138b6711/html5/thumbnails/6.jpg)
Create Wait
points
Mary Budd Rowe’s ResearchWait Time – Minimum of 3 seconds
Between announcing and asking a question
Asking and calling on an
answer
Calling on someone
else to respond
Calling on a further
response or right of reply
to encourage that student to continue his/her response or for other students to give a considered response to the previous student and/or extend the idea.
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REFLECTION/RECODING - PMI
Plus = The good things – WHY you like it
Minus = The bad points – WHY you don’t like it
Interesting = Neither good nor bad points but what you find interesting about the idea.
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TRIAD RESPONSE
Allow x last word
Call on z to evaluate y’s comments paraphrase respond
Wait
WaitTeacher summary ????
Ask question Wait WaitCall on X to answer
Call on y to agree or disagree: paraphrase then respond
Wait
Evidence required
Evidence required
Wait
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PARAPHRASE RULES
First give the main idea or big picture precisely
Second add the most important details that support the main idea.
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Charles Handy
“When I went to school, I did not learn anything much which I now remember, except the hidden message, that every major problem in life had already been solved. The answers were in the teacher’s head or in her textbook but not in mine ….. That hidden message from my school, I eventually realized, was not only crippling, it was wrong.”
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Wait Time/Silence gives time to:
Respond with precision and accuracy
Access prior knowledge
Reflect or metacog
Reduce impulsivity
Striving for accuracy
Thinking interdependently
Listening with understanding and empathy
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REFLECTION/RECODING - PMI
Plus = The good things – WHY you like it
Minus = The bad points – WHY you don’t like it
Interesting = Neither good nor bad points but what you find interesting about the idea.
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P3
Pause
Paraphrase
Personalise
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P3
Paraphrase PersonalisePause
Paraphrase PersonalisePause
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Making Classrooms More Interrogative and Less Imperative
Call on students randomly.
Use a technique such as pulling Popsicle sticks with students' names on them from a jar. Replace the stick after every question and answer to assure randomness.
Record who answers or takes part so equity
Encourage students to answer questions sometimes without using words.
Let students use materials such as colored pencils and rulers to graph or sketch their answers or as a Thinking Map.
Mime
The teacher's job is to manage and guide what occurs prior to and immediately following each period of silence so that the processing that needs to occur is completed.
The teacher needs to be unobtrusive
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WAIT TIME PUTTING IT INTO EFFECTRule one – after I have asked the question no one raises their
hand until I call for the answer.
1. Question – “When would you use wait time in your classroom?”
3. Call on someone to answer/respond.
4. Wait time/pause
6. Wait
7. Call on some one to evaluate the previous speaker. PARAPHRASE
9. Optional teacher comment/summary
Rule two – before responding to the previous speaker his/her comments are to be paraphrased.
Rule three – the teacher takes no part except at the end, briefly.
2. Wait
5.Start answer with PARAPHRASE
8. Original person right of reply. PARAPHRASE
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WAIT TIME – THE RESEARCH CLASSROOM CLIMATE
Teachers and students ask better questions (requiring higher order thinking skills)
Discipline improves Student academic achievement improves thus expectancy rises for all
BUT IT IS A LEARNED HABIT: A LEARNED BUT IT IS A LEARNED HABIT: A LEARNED PROCESS. IT WONT JUST HAPPEN IT HAS PROCESS. IT WONT JUST HAPPEN IT HAS TO BE TAUGHT!TO BE TAUGHT!
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Responses change from a single word to whole statements.
The inflection on the end of the response that says, “Am I right?”
disappears. Self-confidence increases.
Speculative thinking increases.
Guessing, “I don't know,” and inappropriate responses decrease.
Students “piggyback” on each other's ideas.
The interaction becomes a student-student discussion, moderated by
the teacher, instead of a teacher-student inquisition.
Students ask more questions.
Students propose more investigations.
Teachers ask fewer questions.
MORE DETAILED RESEARCH
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University of Pennsylvania researchers, Angela L. Duckworth and Martin E.P. Seligman in the Journal Psychological Science state that:
programs that build self-discipline may be the royal road to building academic achievement self-discipline and self-denial could be a key to saving U.S. schools.
These findings suggest a major reason for students falling short of their intellectual potential is their failure to exercise self-discipline.
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STIRLING UNIVERSITY Dr Gwyneth Doherty-Sneddon British Journal of Developmental
Psychology
"The mistake adults make is to interject too quickly, they need to try and hold back," said Dr Doherty-Sneddon. "If they avert their gaze, it's worth waiting because they are probably trying to come up with something.”
“What our research clearly shows was that primary-school-aged children used gaze aversion to help them concentrate on difficult material." She added: "It is something to be encouraged rather than discouraged."
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ANDERSON’S NEW BLOOM HIGHER ORDER
THINKING SKILLS.Better responses leading to efficacy when ask higher order thinking questions.
KNOWLEDGE – remembering
UNDERSTANDING – explaining, justifying
CREATING – generating new ways of viewing/doing
EVALUATING – justifying alternative actions
ANALYSING – distinguishing between combinations
Where might wait time be useful in sports coaching?
Would you get different results with a different year?
When would you usewait time in class?
Why do you wait rather than taking the first hand up?Name the researcher associated with wait time?
APPLYING - using in a familiar combination
How can wait time be applied to written work written work?
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DEVELOPS A MINI SYSTEM
The power of teacher modeling but raise it to the consciousness level!
Teacher asks HL question
Student gives HL response
Student in turn asks HL ?
Teacher gives HL response
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Our success as teachers in helping students see themselves as competent in the subjects we teach will affect the rest of their lives Carol Ann Tomlinson
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“Waddya mean ‘not demonstrative enough’?.....only last week I said you were right up there with my dog!”
REINFORCE