Chapter 2:
Understanding 21st Century Learners
By: Valerie Peacock and Calli MoniodisEDUC 447Fall 2013
Characteristics of 21st Century Learners
Multiple Intelligences
Perceptual Preferences and Strengths
Information Processing Habits
Physiological Factors
Learning Style Measurements
What are the Multiple Intelligences?Verbal/Linguistic language
Logical/Mathematical scientific/quantitative
Visual/Spatial imagining objects in space/navigating
Musical/Rhythmic listening/movement
Bodily/Kinesthetic dancing/athletics
Multiple Intelligences, cont.Interpersonal understanding other
people
Intrapersonal understanding oneself
Naturalist relating to one’s surroundings
Existentialist ability to reflect
Multiple Intelligences and Technology/MediaEffective teachers need to teach to
different types of intelligences. This can be done by using technology to make graphics (visual/spatial) and writing/typing activities (verbal/linguistic), playing videos/songs (musical/rhythmic), and more.
Can you think of an example of how you would use technology/media to teach an intelligence?
Perceptual Preferences and Strengths
The way a child likes to learn is not always the same as the way he/she is used to learning.
An example of this is that most children do not prefer to learn through listening, but this is one of the most common teaching techniques.
Information Processing Habits
What are they?
learning habits and styles that teachers use to group students
based on concrete versus abstract learning, and random versus sequential learning
Possible Combinations of Information Processing1) Concrete & Sequential: prefer direct,
hands-on learning experiences that are presented in a logical order; use workbooks, computer-based instruction, demonstrations, and structured lab exercises
2) Concrete & Random: prefer trial and error approach; use games, simulations, independent study projects, and discovery learning
Combinations of Information Processing, cont. 3) Abstract & Sequential: prefer to decode
verbal and symbolic messages presented in logical order; have students read and listen to presentations
4) Abstract & Random: identified by capacity to extract meaning from human-mediated presentations; respond well to tone and style of speakers; use group discussions, lectures with question/answer sessions, and mediated experiences such as interactive dvds
Physiological Factors
Gender
There are other factors besides learning styles to consider when teaching:
Health
EnvironmentMental Conditions
example: boys tend to be more competitive and aggressive than girls, and therefore learn better with competitive games while girls prefer student engagement activities like sharing and discussions
If basic needs- hunger, temperature, noise lighting, etc.- are not met, children cannot successfully learn (Maslow’s Hierarchy of Needs)
Maslow’s Hierarchy of Needs
Learning Style Measurements
Dunn & Dunn created a guide for discovering an individual student’s preferences and learning styles
This chart can be used to come up with general adaptations for different types of learners
Behaviorist Perspective
❖B.F. Skinner❖ reinforcement and rewards shape
behavior❖ foundation for computer-assisted
instruction ❖based solely on observable
behaviors❖more applicable to simple learning
tasks❖ limited relevance to higher-level
learning
Cognitive Perspective
❖ Jean Piaget❖explores mental processes
individuals use in responding to environment
❖cognitivists create mental model of long term and short term memory
❖ learners combine information and skills in long term memory to develop cognitive strategies for dealing with complex tasks
Constructivist Perspective
❖considers the engagement of students in meaningful experiences
❖ learners create their own interpretations of the world of information
❖provide students with ways to assemble knowledge
❖ students are engaged in authentic tasks that relate to meaningful contexts “learning by doing”
Social Psychology Perspective
❖how social organization of classroom affects learning
❖group structure (independent, small)
❖cooperative learning❖ techniques of incorporating small-
group collaboration, learner-controlled instruction, and rewards based on group achievement into instruction
Information and Instruction
Information is...knowledge, facts, news, comments,
and content.
Instruction is…any intentional effort to stimulate
learning by the deliberate arrangement of experiences.
Effective Instruction
Principles:❖Assess prior knowledge
gather information about knowledge❖Consider individual differences
multiple learning needs of students❖State objectives
standards/outcomes: what we will learn
❖Develop metacognitive skillsmonitoring, evaluating, and adjusting
Effective InstructionPrinciples:❖Provide social interaction
collaborating with classmates❖ Incorporate realistic contexts
applying knowledge to real-world context❖Engage students in relevant practice
skills that build toward the desired outcome
❖Offer frequent, timely, and constructive feedbackmisconceptions and improving strategies
Effective Technology Utilization
Teachers expected to be effective in use of technology
National Education Technology Standards for Students (NETS-S)
Technology Literacy Skills:Creativity and Innovation Digital
CitizenshipCommunication/Collaboration Technology
OperationsCritical Thinking, Problem and
ConceptsSolving, and Decision Making
Effective Media Utilization
Media literacy skills are needed to access sources, understand and analyze the content, and create new media messages
Examples: text, television, and video
Provide opportunities for students to explore how to use media resources to communicate knowledge
Effective Text UtilizationText Literacy: the ability to use text as a means to gather
information or to communicate
-reading:gather information from text-writing: generating text
Advantages:Availability Portability
EconomicalFlexibility User friendly
Effective Text UtilizationLimitations:Reading level Vocabulary
Memorization Curriculum determination
One-way presentation Cursory appraisal
Integration: Presenting InformationFont choice
ArrangementBackground and patterns Check and
revise
Terms to Know❖ Multiple Intelligences and what they mean (visual/spatial,
logical/mathematical, visual/spatial, musical/rhythmic, bodily/kinesthetic, interpersonal, intrapersonal, naturalist, existentialist)
❖ Information Processing habits: mind styles that are used to group learners (abstract versus concrete and random versus sequential)
❖ Physiological Factors: gender, health, mental condition, environment
❖ Dunn & Dunn learning style measurement❖ Behaviorism: B.F. Skinner; learning is based on rewards and
reinforcement; not very applicable to high-level learning❖ Cognitivist Perspective: Jean Piaget; focuses on mental
processes used and converting information from short-term to long-term memory
❖ Constructivist Perspective: engaging students in meaningful experiences; learners create own interpretations of information; authentic tasks
❖ Social Psychology Perspective: how organization of classroom affects learning; group structure; collaboration techniques
❖ Information versus Instruction❖ Principles for effective instruction