Creating and Using Learning Profiles in the Classroom

1. Creating and Using Learning Profiles in the Classroom Kenosha Unified School District Technology Camp Pam Black June 21, 2010

2. Presentation Goals • Bring background and prior knowledge to the conscious level • Gather information about our own learning profiles and how they impact our instruction • Learn techniques for assessing our students’ learning profiles in relationship to our instruction and the use of technology • Change the way instructional planning is done • Take us out of our comfort zone.

3. What is a Learning Profiles? A multi-faceted picture of how a Person thinks and learns

4. Learning Profiles Frames for understanding how students learn and process information Learning style is the natural way a person: Takes in information Processes information through the senses Remembers information Approaches learning

5. Sharing Learning StylesActivity #1

6. Sharing Learning StylesActivity #1—Honoring All • Beach Balls • Concrete/random • Accommodator • Self-expressive • dynamic • Puppies • Abstract/random • Diverger • Interpersonal • Imaginative • Microscopes • Abstract/sequential • Assimilator • Understanding • Analytical • Clipboards • Concrete/sequential • Converger • Mastery • Commonsense

7. Learning Profiles Frames for understanding how students learn and process information • Learning style: Beach Ball…Clipboard…Microscope…Puppy

8. Visual Sharing Learning StylesActivity #2 Visual Tactile/Kinesthetic Auditory

9. Visual Learners Generally think in terms of pictures. Remember things best by seeing something written. Prefers to see things written down in a handout, text or on the overhead. Find maps, graphs, charts, and other visual learning tools to be extremely effective.

10. Auditory Learners • Learn best by listening and talking aloud. • Typically notice and remember sounds. • Good at remembering things that they hear. • Good with words and language. • Often read to themselves as they study. • Often distracted by noise and sounds.

11. Tactile Learners • Remember what they DO, what they experience with their hands or bodies (movement and touch). • Enjoy using tools or lessons which involve active/practical participation. • Can remember how to do things after they've done them once (motor memory). • Have good motor coordination.

12. Tactile/Kinesthetic Learners • Typically learn best by doing. • Naturally good at physical activities like sports and dance. • Enjoy learning through hands-on methods. • Typically like how-to guides and action-adventure stories. • Might pace while on the phone or take breaks from studying to get up and move around. Some kinesthetic learners seem fidgety, having a hard time sitting still in class.

13. Learning Profiles Frames for understanding how students learn and process information • Learning style: Beach Ball…Clipboard…Microscope…Puppy Visual...Auditory…Tactile…Kinesthetic • Multiple Intelligences

14. The Whole LearnerMultiple Views

15. Multiple Intelligences: How are you smart? Working alone, self-paced, individual projects, metacognitive thinking Reading, writing, speaking, & listening Sharing, cooperating, relating, brainstorming, interviewing Word Smart Self Smart Numbers &patterns People Smart Logic Smart Nature Smart Picture Smart Graphic images& organizers, color and art Outdoors learning, classifying, noticing patterns in the world Music Smart Body Smart Touch, movement, manipulatives Rhythm, melody, patterned sound, song, dance

16. Multiple Intelligences: Activity #3 • How are you intelligent? • What is your unique profile?

17. Learning Profiles • Frames for understanding how students learn and process information • Learning style: • Beach Ball…Clipboard…Microscope…Puppy Visual...Auditory…Tactile…Kinesthetic • Multiple Intelligences: • Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist • Lateral Dominance What makes up a learning profile?

18. Lateral Dominance Profiles Learning Equation (Eye + Ears + Hands + Feet) + Brain = Learning sensing organs + processing organ = learning

19. Lateral Dominance Profiles Activity #4 Learning Equation (Eye + Ears + Hands + Feet) + Brain = Learning sensing organs + processing organ = learning

20. Lateral Dominance Profiles Why look at lateral dominance profiles? • Identifies the learning path of least resistance. • When under stress or learning new information the learning path of least resistance is best. • Other pathways may not be accessible. • Organization of learners in the classroom. --Visual in front --Auditory in next row (right ear dominants on left side/left ear dominants on right side.) --Gestalt fully in back with manipulatives.

21. Learning Profiles • Frames for understanding how students learn and process information • Learning style: • Beach Ball…Clipboard…Microscope…Puppy Visual...Auditory…Tactile…Kinesthetic • Multiple Intelligences: • Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist • Lateral Dominance • Eye…Ear…Hand…Foot…Brain • Other critical factors What makes up a learning profile?

22. Other critical factors that are part of a learning profile GENDER …processing of information …language …space …movement …hearing …inter/intrapersonal …emotion

23. Other critical factors that are part of a learning profile RACE and Culture • Eye contact • Verbalization • Community or Individual • Focus on Education • Relevance of Curriculum • Relationships

24. What are Learning Profiles? • Frames for understanding how students learn and process information • Learning style: • Beach Ball…Clipboard…Microscope…Puppy Visual...Auditory…Tactile…Kinesthetic • Multiple Intelligences: • Verbal/linguistic…Logical/mathematical…Interpersonal…Intrapersonal…Visual/spatial…Musical/rhythmic…Bodily/kinesthetic…Naturalist • Lateral Dominance • Eye…Ear…Hand…Foot…Brain • Other Critical Factors • Gender…Race….Culture What makes up a learning profile?

25. Learning Profiles in the Classroom Know Your Learners And Yourself

26. Rubric for knowing the learners in your classroom

27. Using Learning Profiles in the ClassroomStep I Discover and know your own learning style and multiple intelligence strengths: • Review your learning style multiple intelligences and lateral dominance screenings • Go deeper: http://www.berghuis.co.nz/abiator/lsi/lsiframe.html 1. Take the Learning Styles Test I and II 2. Take the Multiple Intelligence Assessment 3. Explore the information provided on your learning style, multiple intelligence strengths and dominance factors. 4. Explore your gender, racial and culturally impacted learning factors. • Discover your students learning profiles—learning styles and/or multiple intelligences and/or lateral dominances. • Take into account the other critical factors—gender, race and culture

28. Learning Profiles in the Classroom A Step Further:Connecting to Technology

29. Why use learning profiles in the classroom? • Tapping into the routes for learning promotes efficientand effective learning for students. • Helping students understand their modes of learning that work best for them ensures lifetime learning. • Offering options allows each learner to find a good learning fit in the classroom Tomlinson, 2001

30. Implement Strategies that Support Learning Differences for all: • No one technology is suited for all students and all curriculum. • Auditory learners are the only students who excel in lecture based learning. • Add alternatives to current assignments • Use all the technology you have been introduced to in this class and more students will be more successful.

31. Using Computers to tap into Visual-Auditory-Tactile/Kinesthetic learning styles

32. Other Technology that taps into multiple learning styles • Animation programs—visual, kinesthetic • Digital cameras—kinesthetic and visual • Promethium boards—kinesthetic, visual and auditory • Multimedia (combine video, sound, text, graphics)—engages all learning style.

33. Lesson Planningfor Student Engagement Differentiation • Lesson provides several learning options (different paths to learning) which help students take in information and make sense of concepts and skills. • Access to a variety of materials which target different learning preferences/reading abilities. • Activities that target auditory, visual and kinesthetic learners • Stations for inquiry-based, independent learning activities • Create activities that vary in level of complexity and degree of abstract thinking required. • Flexible grouping to group and regroup students based on factors including content, ability and assessment results. • Choice of projects that reflect a variety of learning styles and interests • Multiple ways to demonstrate what they know. • Active participants in setting their own educational goals, managing learning and assess their own progress.