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Learning Styles, Brain Growth, and the Developing Adolescent

Education 603

Dr. Edward Williamson

Nichole Phillips

Summer 2011

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What we will learn

How to use learning styles to formulate curriculum and the classroom environment

How to use information on brain development to better understand your students

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Topics of Discussion

How to evaluate students learning styles and apply information to your teaching

Learn what is normal development in your students and use this information to mold your classroom environment

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Learning styles: How your students learn best

Know how you learn to help your students know how they learn

The importance of left brain and right brain tendencies

Visual, Auditory, and Kinesthetic Learners

What type of fruit are you? Knowing your style

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Grapes, Oranges,Bananas,and Melons, Oh My!

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How to use quiz results for: Activity grouping, assigning class jobs, developing curriculum, build up strengths and weaknesses in students, and better understand how your students work in the classroom environment

(Northey, 2005)

Implications for the classroom

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Brain development and how it affects the students sitting in your class Pre and early adolescence: The

middle school years, fears, and everything in between

Facets of physical, social emotional, language, and cognitive development and how they all fit together

How to use cognitive development to form curriculum

(Wood, 2007)

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How to combine learning styles and brain development data in your curriculum

Scaffolding activities: KWL, concept mapping, graphic organizers, and printable tools for your class

How to differentiate for different learning styles

What is reasonable expectations for your students cognitively

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Life in the classroom

Use of thematic units, resources beyond the textbook, and create engaging lesson plans

How rubrics can guide students to success

Gauge how your curriculum measures up

(Northey, 2005)

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Pathways to success

The importance of understanding how your students learn, and how to use personal styles to increase academic success, is pivotal

Understanding cognitive abilities makes expectations reasonable, interactions more enjoyable, and the classroom experience an overall success

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Tools for your toolbox

Look to the experts: Using Internet websites famous to your field facilitates learning

Bring business-oriented activities into the classroom like brainstorming, workshops, and the concept of FLOW

Never be too old to learn new tricks: search for new ways to do your lessons

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References

Northey, SS. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye in Education, Inc.

Wood, C. (2007). Yardstick:children in the classroom ages 4-14. Turners Falls, MA: Northeast Foundation for

Children, Inc.