Are You Reaching Your Students?

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 these learning styles into your lessons.

3 Learning Styles• Kinesthetic 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)

ASSESSMENT• In 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.html

ASSESSMENT• A 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 Junctionhttp://www.biologyjunction.com/#just for teacher

Multiple Intelligence- Linguistic • Linguistic Intelligence: the ability to produce and use

language• Mastery: 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

•  

Multiple Intelligence-Logical Mathmatical• Logical-Mathematical Intelligence: Ability to solve

problems and think scientifically• Mastery: 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, homemaker

Multiple Intelligence- Bodily• Bodily-Kinesthetic Intelligence: Ability to use parts or the

whole body to solve problems, to construct products or displays

• Mastery: 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, trainer

Multiple Intelligence-Spacial• Spacial 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, photographer

Multiple Intelligence- Musical• Musical Intelligence: Uses skills involving music• Mastery: 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 conductor

Multiple Intelligence- Interpersonal• Interpersonal 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 trainer

Multiple Intelligence- Intrapersonal• Intrapersonal Intelligence: Understands one's own

feelings and emotions• Mastery: 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 worker

Interest Inventory• Principles 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.

Assessment- Interest Inventory• Interest 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.html

How to maintain student interest• Techniques 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.