Using Learning Styles to Reach Your Students Tonya Todd Ashley Cheri Melisa What is a Learning Style Learning styles are simply different approaches or ways of learning In this presentation we will address the different ways that students learn and give you an idea of how to incorporate ID: 505192
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Slide1
Are You Reaching Your Students?
Using Learning Styles to Reach Your Students
Tonya, Todd, Ashley, Cheri, MelisaSlide2
What is a Learning Style?Learning styles are simply different approaches or ways of learning.
In this presentation we will address the different ways that students learn, and give you an idea of how to incorporate these learning styles into your lessons.Slide3
3 Learning StylesKinesthetic or Tactile Learners are learners who learn by doing.Auditory Learners are learners who learn by hearing.
Visual Learners are learners who learn by seeing.
(See Teaching Strategies
Powerpoint
)Slide4
ASSESSMENTIn order to learn what learning style your student is you can give them an inventory that will help you name their strengths.Source:
http://people.usd.edu/~bwjames/tut/learning-style/stylest.htmlSlide5
ASSESSMENTA Learning Styles Assessment will be given at this time. For these questions, choose the first answer that comes to mind. Don't spend too much time thinking about any one question.
Source: Biology Junction
http://www.biologyjunction.com/#just for teacherSlide6
Multiple Intelligence- Linguistic Linguistic Intelligence: the ability to produce and use languageMastery: Uses language to describe events. Jobs: journalist, technical writer, administrator
Understanding:
Uses logical arguments and rhetoric. Jobs: lawyer, professor, philosopher
Self-Expressive:
Uses metaphoric and
expressive language
. Jobs: playwright, poet, ad writer, novelist
Interpersonal:
Uses language to build trust and rapport. Jobs: salesperson, counselor, member of the clergy
Slide7
Multiple Intelligence-Logical MathmaticalLogical-Mathematical Intelligence: Ability to solve problems and think scientificallyMastery:
Uses numbers to compute and document. Jobs: accountant, bookkeeper, statistician
Understanding:
Uses mathematical concepts for conjectures, proofs, and other applications. Jobs: computer programmer, scientist, logician
Self-Expressive:
Sensitive to the patterns, symmetry, logic, and aesthetics of mathematics. Solves problems in design and modeling. Jobs: composer, engineer, inventor, designer
Interpersonal:
Uses mathematics in everyday life. Jobs: tradesperson, homemakerSlide8
Multiple Intelligence- BodilyBodily-Kinesthetic Intelligence: Ability to use parts or the whole body to solve problems, to construct products or displaysMastery:
Uses the body and tools to act, construct or repair effectively. Jobs: mechanic, trainer, craftsperson
Understanding:
Develops strategic plans and critiques the actions of the body. Jobs: physical educator, sports analyst, professional athlete, theater or
dance
critic
Self-Expressive:
Appreciates and uses the aesthetics of the body to create new forms of expression. Jobs: sculptor, choreographer, actor, dancer, puppeteer
Interpersonal:
Uses the body to build rapport, console, persuade and support others. Jobs: coach, counselor, salesperson, trainerSlide9
Multiple Intelligence-SpacialSpacial Intelligence: Uses visual and spatial configurations
Mastery:
Views the visual-
spacial
world accurately. Jobs: artist, guide, photographer
Understanding:
Interprets and graphically represents visual or
spacial
ideas. Jobs: architect,
icongrapher
, computer graphics designer,
art
critic
Self-Expressive:
Uses visual and
spacial
ideas creatively. Jobs: artist, inventor, model builder, cinematographer
Interpersonal:
Uses color, space, line, form and space to meet the needs of others. Jobs: illustrator, artist, guide, photographerSlide10
Multiple Intelligence- MusicalMusical Intelligence: Uses skills involving musicMastery: Understands and develops musical technique. Jobs: technician,
music
teacher, instrument maker
Understanding:
Interprets musical forms and ideas. Jobs: music critic, aficionado, music collector
Self-Expressive:
Creates expressive and imaginative performances and compositions. Jobs: composer, conductor, individual/small group performer
Interpersonal:
Works with others and uses music to serve others. Jobs: choral, band, and orchestral performer or conductorSlide11
Multiple Intelligence- InterpersonalInterpersonal Intelligence: Interacts with others, sensitive to their moods, temperament, motivations, and intentions
Mastery:
Effective communicator and organizer of people. Jobs: consultant, politician, evangelist
Understanding:
Interprets differences in interpersonal clues. Jobs: sociologist, psychologist, psychotherapist
Self-expressive:
Creates imaginative and expressive performances and compositions. Jobs: composer, individual or small-group performer
Interpersonal:
Works with others to use music to meet the needs of others. Jobs: coach, counselor, salesperson, or trainerSlide12
Multiple Intelligence- IntrapersonalIntrapersonal Intelligence: Understands one's own feelings and emotionsMastery: Accesses and uses one's own weaknesses, strengths, talents, and interests to set goals. Jobs: planner, small business owner
Understanding:
Develops concepts and theories based on self-examination. Jobs: psychologist
Self-expressive:
Creates and expresses a personal vision based on inner moods, intuitions, and temperament. Jobs: artist, religious leader, writer
Interpersonal
:
Uses understanding of self to serve others. Jobs: counselor, social workerSlide13
Interest InventoryPrinciples of Creating Student Interest Thinking is interesting. Interest is contagious.
Interest is strengthened by a sense of progress.
Interest is sustained by a state of suspense.
Goals become interest centers.
The novel and unexpected are interesting.
Humor creates interest. Slide14
Assessment- Interest InventoryInterest Inventories will be given out at this time.First day interest inventory to help you get to know your students. http://www.saskschools.ca/curr_content/adapthandbook/learner/interest.htmlSlide15
How to maintain student interestTechniques for Creating and Maintaining Interest Arouse a feeling of need.
Use illustrations and personal experiences.
Use multiple sensory teaching and learning aids.
Use a variety of teaching techniques.
Base teaching on thinking.
Create doubt and suspense.
Build genuine interests in your students.
Create a "felt need" for learning.
Be enthusiastic.
Use "real world" examples and situations.
Expect quality from your students.
Be professional.