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Learner-Centered Pedagogy Using Learners’ Learning Styles and Multiple Intelligences

Learner-Centered Pedagogy Using Learners’ Learning Styles and Multiple Intelligences. Marla C. Papango Philippine Normal University. What is Learner-centered Pedagogy?. What is Learner-centered Pedagogy?. What is Learner-centered Pedagogy?. What is Learner-centered Pedagogy?.

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Learner-Centered Pedagogy Using Learners’ Learning Styles and Multiple Intelligences

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  1. Learner-Centered Pedagogy Using Learners’ Learning Styles and Multiple Intelligences Marla C. Papango Philippine Normal University

  2. What is Learner-centered Pedagogy?

  3. What is Learner-centered Pedagogy?

  4. What is Learner-centered Pedagogy?

  5. What is Learner-centered Pedagogy?

  6. Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) • Learner-centered teaching engages students in the hard, messy work of learning. • Learner-centered teaching includes explicit skill instruction.

  7. Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) • Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it. • Learner-centered teaching motivates students by giving them some control over learning processes.

  8. Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) • Learner-centered teaching encourages collaboration.

  9. Know yourself… Then, get to know your students.

  10. WHO AM I… • Learning styles • Multiple intelligences • Right/left brain

  11. What Kind of Learner Are You? • CONSIDER the Learning Styles Chart in Activity 1.

  12. Who is VISUAL?

  13. Who is AURAL?

  14. Who is TACTILE/ KINESTHETIC?

  15. VARK Questionnaire Neil D. Fleming, Christchurch, New Zealand. • Visual • Auditory • Read/Write • Kinesthetic

  16. ACTIVITY 2 VARK QUESTIONNAIRE Read questions 1-16 and circle the letter of your answer. You may circle more than one letter. Leave blank any question that does not apply to you.

  17. Calculating Your VARK SCORES

  18. Learning Styles and Strategies Felder and Soloman, 2002

  19. MULTIPLE INTELLIGENCES Gardner, 1983 If we all had exactly the same kind of mind and there was only one kind of intelligence, then we could teach everybody the same thing in the same way and assess them in the same way and that would be fair..

  20. Principles of Multiple Intelligences • All human beings possess all nine intelligences in varying degrees. • Each individual has a different intelligence profile. • Education can be improved by assessment of students' intelligence profiles and designing activities accordingly.

  21. Principles of Multiple Intelligences • Each intelligence occupies a different area of the brain. • The nine intelligences may operate in consort or independently from one another. • These nine intelligences may define the human species.

  22. Principles of Multiple Intelligences • Individuals should be encouraged to use their preferred intelligences in learning. • Instructional activities should appeal to different forms of intelligence. • Assessment of learning should measure multiple forms of intelligence.

  23. What is your DOMINANT intelligence? • Work on Activity 3.

  24. Multiple Intelligence Test Scoring Guide

  25. Multiple Intelligence Test Scoring Guide

  26. Brain-based Theory

  27. Brain Research confirms what experienced teachers have always known: • No two children are alike. • No two children learn in the same identical way. • An enriched environment for one student is not necessarily enriched for another. • In the classroom, children should be taught to think for themselves.

  28. WHY? Let’s take a look at how we learn… Like a dog sniffing, the brain scans new information…

  29. The Reticular Activating System (RAS) in the brain is like a toggle switch with three positions.

  30. When the switch is HIGH- Brain activity goes from the cortex to the limbic area. • We can’t think. • There is high affective filter. • We are either in the fight or flight mode. • We cannot control our own thinking.

  31. When the switch is LOW- Brain waves are in the sleep position. • We are in very relaxed state. • The brain is “off-duty”

  32. Graphing ME…

  33. Do you have the same intelligences? What do you notice?

  34. Truly, one size does not fit all! The story of the Left-brained Teacher and her right-brained class.

  35. Truly, one size does not fit all! In groups of 5, work on Activity 4.

  36. What are the implications of all these learning styles? • Reconsider classroom strategies. • Target students’ learning styles. • Attempt at variety of stimuli, activities and tasks. • Monitor students’ learning formatively.

  37. “Tell me and I will forget; show me and I may remember; involve me and I will understand.” - Ancient Chinese Proverb

  38. Thank you very much!

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