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CHAPTER 3: KNOWING THE

LEARNERAmanda Ballard, Stephany Lawhon, and Sarah Tennyson

Learning Styles•Helps teacher:•see individual ways students learn and solve problems•know students’ strengths

•Helps students:•know themselves•develop metacognitive skills (self-assessment)

Learning-Styles Model(Rita and Kenn Dunn)

•Auditory: spoken material, discussion, songs, stories•Visual: written material, illustrations, diagrams•Tactile: touching and manipulating objects, concrete experiences•Kinesthetic: experience, physical activity, teaching others what they know•Tactile/Kinesthetic: physically involved, role play, simulations, freedom to move around

Activity

Blue Group: Sarah

Pink Group: Stephany

Yellow Group: Amanda

Factors that affect learning•Noise Level•Design Structure•Motivation and Persistence•Responsibility•Structure•Grouping

Thinking StylesAnthony Gregorc•Concrete Random – experimentation•Concrete Sequential – organization and structure,

sensory-based evidence•Abstract Sequential – analytical, logical, independent investigation•Abstract Random – emotional, reflection,

personalized information

Thinking StylesDavid Kolb•Accommodators – creative, out-of-the-box •Convergers – clear goals and timelines, only want to know what’s useful/relevant•Assimilators – dig deep into content, patient•Divergers – caring environments, sense of

community

Thinking StylesBernice McCarthy•Type 1: Imaginative Learner – personal connection,

reflection•Type 2: Analytical Learner – seek facts•Type 3: Commonsense Learner – want to know what’s useful and practical•Type 4: Dynamic Learner – experimentation, self-

discovery

Thinking StylesSilver, Strong, and Perini•Self-Expressive Learner – creative, original/unique ideas

•Mastery Learner – step-by-step, learn to master•Understanding Learner – reason and logic to

support learning•Interpersonal Learner – personal connections,

socialization

Thinking Styles:Do all of them relate?

Learning and Thinking Styles:How can we provide for ALL?

Turn and Talk!!

Multiple IntelligencesHoward Gardner

Linguistic Bodily/Kinesthetic

Logical/Mathematical

Interpersonal

Visual/Spatial Intrapersonal

Musical Naturalist

Existential

How are you smart?We can create learning profiles for students through: •Observations•Using a variety of strategies•Student self-evaluation - surveys, questionnaires, etc. •Logs/Journals

It is important for teachers to build a repertoire of strategies that meets each child’s unique learning style and intelligence.

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CHAPTER 4: ASSESSING THE

LEARNERAmanda Ballard, Stephany Lawhon, and Sarah Tennyson

Pre-Assessment

Take a post it note and answer the question: What do you already know about pre-assessment? When your finished place

the post it on the board.

Pre-Assessment

Pre-Assessment shows the teacher: •What the students already know•What further instruction is needed•What requires re-teaching or enhancement•How to set up flexible groups

Steps of Pre-Assessment

Pretest•Covers whole unit of group•Recall facts• Interpret information (charts, graphs, etc.)•Asks open-ended questions•Asks students to use the information to show another way form or situation.

Steps of Pre-Assessment

Informal Pre-Assessment•Use interest surveys•Demonstrate with manipulatives•Use dialogue to find what students what to learn, and how they feel about the topic

Steps of Pre-Assessment

Rank Scores•Determine appropriate uses of flexible groupings•Form timelines for the unit•Discover the number of students at different levels of mastery

Informal Pre-Assessment

•Squaring Off•Boxing•Yes/No Cards•One Sided•Two Sided•Graffiti Facts

Surveys

•Help teachers:•Know the different learners in their classrooms•Find out students’ prior knowledge and experiences

Assessment Tools Used DURING Learning

•Thumb it •Fist of Five •Face the Fact•Reaching for the Top•Speedometer Reading

Reflections AFTER Learning

•Wraparounds•Talking Topic (Variation A and B)•Conversation Circles•Donut (Variation A and B)

•Rotation Reflection•Paper Pass•Draw It!•More Ideas!•Grand Finale Comment

PortfoliosWhat are they?•A collection of student work for specific purposes•Identify progress•Show evidence of success•Support evaluation and grading•Show what needs to be learned•Help keep track and reflect

PortfoliosWhy do we use them?•Richard Striggins suggests that portfolios are like a color video with sound, much more vivid than just a test paper•They support evidence•Students take ownership of their work

Portfolios

Collect•Collect data throughout the school year

Select

• Homework• Projects• Written pieces

• Tests• Assignments• Videos

•Best piece or ”I’m proud of” piece•Work in progress•Student/teacher selection

•Most improved or most difficult piece•Special or free choice•Pieces to be deleted

ReflectStudent reflects on•Why piece was selected •What criteria the piece satisfies

Project• Students see• where they need improvement• where they can celebrate• growth

•Each portfolio is unique and different from the rest,

just like the student

GradingReasons for grading•Measure content mastery•Chart progress•Motivate students•Provide information to a variety of audiences

Ongoing Assessments•Compares pre- and post-performance•Evaluates material studied•Designed to address individual or group

Authentic Tasks

•Students perform tasks in a realistic, real-world context

•Demonstration•Presentation•Role-playing

Examples?

ActivityHow do you make a peanut butter

and jelly sandwich?

Final GradesGrades can be demoralizing towards students•Observable, factual statements

Omit adjectives and adverbs•Based on level of competency not compared to rest of the class

•Always honor persistence, tenacity, and effort

Closure Activity!

Talking Topic

Exit Ticket1. Which of the following is NOT a factor that affects learning?

a. Grouping c. Colorb. Noise level d. Motivation

2. TRUE OR FALSE? Portfolios help track and reflect.

3. Speedometer, Fist of Five, and Face the Fact are all examples of

what type of assessment?

a. Assessment during learning c. Reflection after learning

b. Portfolio d. Pre-assessment4. TRUE OR FALSE? Learning styles only affect the teacher.

5. Name at least 4 of Gardner’s 9 Multiple Intelligences.