PTP_LEARNER_THEORIES
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Learner Development Theories Somerset, NJ, Thursday, January 29th 2015 $1.25 Page 1 By: Amelie Alizon Amanda Angri Christopher Graham Patricia Hernandez Manuela Jimenez Carolina Smith Jim Zilinski It’s not how smart you are; it’s how you are smart -Howard Gardner
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Transcript of PTP_LEARNER_THEORIES
Learner Development Theories Somerset, NJ, Thursday, January 29th 2015 $1.25 Page 1
By: Amelie Alizon Amanda Angri Christopher Graham Patricia Hernandez Manuela Jimenez Carolina Smith Jim Zilinski
It’s not how smart you are; it’s how you are smart -Howard Gardner
Learner Development Theories Page 2
How does an adolescent with this strength apply themselves in the classroom?
➢ Keeps journal to reflect on their work, thoughts, and opinions
➢ Talk about their feelings and
opinions on a subject, has strong opinions
➢ Sets goal in classwork,
homework, projects, etc.
➢ Prefer self-directed activities
➢ Prefers choices in assignments
➢ Sympathizes/empathizes
with others
➢ Prefers to work on their own or at least for a time before re-grouping
➢ Discipline issues:
daydreaming
Interpersonal Intelligence
Classroom Implications
➢ Keep journals
➢ Centers for choice and quiet
corners to reflect/concentrate
➢ Give assignments that
require role play/letter writing/interviews
➢ Encourage goal-setting and
evaluating their performance
➢ Think/pair/share
➢ Ask diagnostics questions
"I AM,
Two of the most powerful words. For what you put after them shapes your
reality"--Anonymous
Learner Development Theories Page 3
➢ People with Intrapersonal Intelligence are
➢ In-tune with their inner feelings,
thoughts, and understandings of the world around them, metacognition
➢ generally introverts and need time to
analyze and reflect opinionated, confident, strong-willed, self-regulating, act according to their long-term self-interest
Intrapersonal Intelligence
Intrapersonal Intelligence in Middle School
Middle school students who are “self-smart” are effective at:
➢ understanding their emotions and what triggers certain feelings, self-regulate
➢ Working independently and in
self-directed activities
➢ Setting and tracking goals, self-evaluations
➢ understanding real-life situations,
empathy
Implications in the Classroom ➢ Journaling/blogging
➢ Assignments requiring interviews, role
play, letter writing,
➢ Think/pair/share
➢ Self-evaluations
➢ Apply classroom work to real-life situations
Learner Development Theories Page 4
Lights, Camera, Action Lesson Example
➢21st century lesson for 8th grade students on immigration
➢ Students tasked with interviewing extended family about migration to the United States
➢ Students produce a video that explains the family’s journey
➢Limited instructions provided so students may develop their project creatively
➢ Students present their project to the class supplementing with artifacts of their family’s history/culture
Learner Development Theories Page 5
➢ The ability to use numbers, understand patterns, reason logically, and think abstractly.
➢ This type of intelligence is
focused on heavily across all levels of schooling.
➢ Logical/Mathematical
intelligence is often linked to general intelligence (IQ Tests).
➢ Children as young as 3 can sort
objects by category such as shape, color, and size.
➢ Older children are able to think
more abstractly and record their categorizations in charts.
Logical Mathematical
Mathematical Intelligence in Middle School
➢ By middle school, students are beginning to think more abstractly with the introduction of algebraic and geometric reasoning.
➢ They are able to reason
deductively - Reaching a conclusion by following a set of logical steps.
➢ My middle school students are
beginning to develop the skills necessary to solve simple algebraic equations,
➢ understand geometric representations, and to find patterns among data.
➢ And inductively - Making
generalizations from specific observations.
➢ Therefore, I am able to increase
the level of abstraction required to carry out tasks to a developmentally appropriate level.
Learner Development Theories Page 6
The following characteristics are typical of many individuals with strong visual processing skills
➢ Visual learners learn best by seeing information.
➢ Information presented in
pictures, charts or diagrams is easily remembered.
➢ Pay close attention to body
language of others (facial expressions, eyes, stance, etc.).
➢ “See” the information invisibly
written or drawn.
➢ Makes movies in their minds of information read.
➢ Visual-spatial skills such as
shapes, textures are strong.
➢ Remember what they see rather than what they hear.
➢ Prefer to read and write rather
than listen.
➢ Have trouble remembering verbal instructions.
➢ Need an overall view and
purpose before beginning a project.
➢ Like art more than music.
➢ Sometimes tune out when
trying to pay attention.
➢ Have a keen awareness of aesthetics
Visual Learners Study tips for visual learners: ➢ Take written notes in
lectures & classes, be sure to copy down all diagrams possible.
➢ Use colors to highlight
important points. ➢ Pay attention to diagrams,
charts and pictures in textbooks.
➢ Use mind-maps (with
colors & diagrams) to organize information for an assignment or for revision for an exam.
➢ Put summaries and
mind-maps on the walls in your study area.
➢ Use a wall planner.
➢ Use flash cards.
➢ Replace words with
symbols or initials. ➢ Watch educational videos.
➢ Make study charts.
Learner Development Theories
Page 7
Students with Musical Intelligence think in terms of patterns:
➢ They look for patterns in NEW information in order to INCREASE LEARNING.
➢ Remember things by turning them
into lyrics or rhymes.
➢ Look for patterns in speech and language.
➢ Have a STRONG appreciation for
MUSIC.
MUSICAL INTELLIGENCE
IDEAS:
➢ Writing songs related to content about how they feel about a writing or history topic allows for free expression but also for the expression of deeper thoughts. Deep thinking? Voila!
➢ Use musical intelligence to
teach academic vocabulary in order to increase comprehension of content.
How can a teacher tap into musical intelligence during instruction?
➢ Incorporate patterning into things that students need to remember.
➢ Recognize that large amounts of content information can be processed and learned.
➢ Learning vocabulary, memorizing facts or reading to music is highly effective for students with musical intelligence.
Example lesson in an 8TH grade Spanish class
Objective: SWBAT interact with academic vocabulary visually and verbally by using it in a song and
completing sentences.
1. WRITE VOCABULARY WORDS ON THE BOARD FOR STUDENTS TO REFER TO WHILE YOU PLAY
A SONG.
2. PROJECT LYRICS OF THE SONG ON THE SMARTBOARD.
3. HAVE STUDENTS SING THE SONG WITH YOU, WHICH INCLUDES VOCABULARY. PAUSE TO FILL
OUT SENTENCES ON THE WORKSHEET WITH VOCABULARY.
Learner Development Theories Page 8
This intelligence promotes the ability:
➢ to use the body to express emotion
➢ to play a sport, and to create a
new invention
➢ “Learning by Doing”
Classroom Tools:
➢ Drama/Mime/Charades/TPR ➢ Creative Movement/Dance ➢ Manipulatives ➢ Classroom Games ➢ Relaxation Exercises ➢ Crafts ➢ Field Trips
Body / Kinesthetic Learning
In middle school:
Teachers have to be mindful of the students’ different developmental characteristics:
➢ Physical ➢ Intellectual ➢ Social ➢ Emotional
Learner Development Theories Page 9
Instructions: Pair up with a classmate you’ve never spoken to before and answer the 5’ws (WHO? WHAT? WHEN? WHERE? WHY? HOW?)
Example: By: John Doe NEW BRUNSWICK, N.J., Jan 21, 2012Ever since she could remember Bethany Townsend wanted to combine her writing abilities and modeling passion to influence the youth. Townsend, 22year old, Somerset County resident reads “The New York Times,” on a weekly basis for inspiration deriving from articles. She believes that one day she will influence others through writing talents because she possesses perserverant qualities that are the key to her multiple accomplishments. For Townsend, growing up was a challenge. "I've had Crohn's since I was 3 years old but was misdiagnosed until I was 11. Just 4 weeks later I was having 16 inches of my bowel taken out,” she said. Townsend said that after five more operations her bowels burst. “I ended up with two colostomy bags,” she said. “Before the colostomy bags were fitted, I had multiple surgeries throughout the years, was nourished through a feeding tube for four years, and took a range of medicines daily,” Townsend said. Despite these challenges, Townsend said that her colostomy bags do not control her life. “So when I went to Mexico with my husband in December last year I finally showed I wasn't ashamed. She decided to attend casting calls, despite her colostomy bags. Thanks to her courage Townsend has become an inspiring figure for many women. “That is why I believe that perseverance is the key to success,” she said.
REFER TO THE INVERTED PYRAMID AS A GUIDE
Learner Development Theories REFERENCES
Page 9
➢ internet4classrooms.com ➢ edublog.org ➢ canyonkids.com/calming ➢ Khanacademy.org ➢ http://www.scholastic.com/teachers/article/clip-save-checklist-learning-activities-connect-multiple-intellig
ences ➢ http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pdf ➢ http://www.hope.edu/academic/education/wessman/2block/ArticlesAssignments/BODILY.pdf ➢ http://flocabulary.s3.amazonaws.com/pdfs/rhyme-to-master-vocab-handout.pdf ➢ scholastic.com
