OVERVIEW OF THEORETICAL BACKGROUND for The Teaching and Learning Floor Chart

Learners will take 3 inventories. The theory upon which these inventories are based are foundations in the teaching and learning process. Through these inventories, learners will learn how to analyze learner preferences, in general, and will discover their own learning style and preferences, also. This is essential because without a structured approach to teaching & learning, teachers may tend to teach the way they prefer to be taught. While this is a natural occurrence, it is quite limited with respect to meeting learner needs and achieving outcomes. The chart below names the inventory, what it measures and who developed the theoretical background. By conducting an internet search of the theorists, by name, it is quite easy to find these inventories online. Training Style Inventory Functionalist, Humanist, Structuralist, Behaviourist Richard Brostrom

Learners will examine their existing beliefs about teaching and learning. Learners will read statements about teaching and learning that will be like their own beliefs or different from their own beliefs. Learners will tally their responses to reveal the teaching style they generally use. Learners will dialogue in groups to use the terminologies and gain understanding about the four styles.

Learner Preferences Global vs. Analytic Herman Witkin

Learners will check statements that apply to their learning needs. Learners will discover their dominant preference and state whether these findings are true. Learners will describe how this factor can be used to plan learning.

Modality Checklist Auditory, Visual, Kinesthetic Walter Barbe and Raymond Swassing

Learners will check statements that apply to their learning modality, commonly referred to as a “Learning Style.” Learners will discover their dominant modality or “style.” Learners will state whether the findings are true or false. Learners will tell how this factor can be used to plan learning.

Structured Experiences Using the Teaching and Learning Floor Chart Constance Ridley Smith, Copyright 2007

Distributed by BreakThrough Communications

Topics Assignments Objectives Resources TAKE INVENTORIES PROCESS INVENTORIES Training Style Behavourist, Structuralist, Humanist, Functionalist

Participants will take the following inventories: Brostom’s TSI Inventory: Behaviouurist, Functionalist, Structuralist, Humanist Witkins’ Learner Preferences Global or Analytic Barbe and Swassing’s Modality Checklist: Visual, Kinesthetic, Auditory Training Style Inventory (TSI) Learners discover which of the four types they are: Behaviourist, Structuralist Humanist, Functionalist. In homogeneous groupings (all Functionalists in a group, all Structuralists in a group, etc.) and then in heterogeneous groupings (one of each type in a group), learners will discuss the following :

Homogeneous Group-the strengths and challenges of the type will be discussed. The goal here is to make each learner well-versed enough to explain that type to others. 1) 2)In the heterogenous

groups, each of the four types will talk about their strengths/challenges to each other. The

Learners take the training style inventory. Learners will discover their training style: Behaviourist, Structuralist Humanist, Functionalist. Learners are able to identify characteristics of their own training style. Learners use the training style terminology as they share information with each other. Learners present to their peers. This will allow them to practice “presenting” informally , right away.

Inventory (TSI) Learner-developed materials (Tutor will point out TSI characteristics in each presentation).

EXTEND THE LEARNING PROCESS Learner Preference Global, Analytic Learning Style Auditory, Visual Kinesthetic

goal will be so that all persons, regardless of type will be able to learn about each style and eventually, adopt aspects of each type into their own teaching style.

Once participants have completed similar discussions/debriefings for all three surveys, they will engage in an extension activity as follows: Four learners who represent the 4 different orientations on the TSI chart will be asked to stand in a quadrant that represents their training style as identified on the TSI. First, the learners will stand in an area marked either, Behaviourist, Functionalist, Structuralist, or Humanist.

Next, while staying in the same quadrant, they will move inward to the inner circle, marked “Analytic” or remain outward to denote their affiliation with “Global.” Then they will be asked to place their left foot on either Kinesthetic, Auditory, or Visual. While in this position, the participants’ own Learning Styles will be discussed.

Class will discover that teaching and learning is as varied as are the people doing the activities. 2) A good teacher and a well-designed unit of study meets these varied teaching/learning needs by planning units that show evidence of this knowledge.

Inventories listed; found in learner handout. Modality Checklist (Visual, Auditory, Kinesthetic) Learner Preferences (Global or Analytic) (4) Teaching and Learning Styles Floor Charts, one for each participant.

Learning Styles A table of games introduces the next session. Learners will be given an answer sheet, entitled, “What’s in a Game?” Learners will file around the games table and select their favorite games – 1st 2nd and possibly, 3rd choices.

Learners will refer to their

Learners will answer the probing question:

Learners will answer the questions:

What value is it to know

whether a student is: Abstract or Concrete?

Random or Sequential? Global or Analytic?

Of what value is this

information in the teaching and learning process?

Show video, “The Adult Learner” and PowerPoint

Presentation

Finish with 8 Ways Adults and Children Learn Differently

Learners will choose their favorite game. In a round-robin , learners will reveal their favorite game and tell why they like the game. Then will be asked to look at their inventory results. What do game –makers know that teachers, lecturers and tutors also need to know? Communicating in a language they’ll understand Learners will read descriptions of the model and match the correct label Learners will read a description of a learning process and correctly label each stage, A-D-D-I or E.

Assignment 1 – Processing the Training Style Inventory Training Style Inventory What did you learn about yourself? What did you learn about others? How will what you learned cause you to change your approach? Design a short presentation that will teach your students about some aspect of this topic.