Learning Styles and MathematicsLearning Styles and MathematicsPresented by: Sarah Cobbett

Perceptual Modality

Personality

Information Processing

There are 3 Learning Style Models.

AgendaAgenda

Warm-Up Identify Your Math Style

Four Corners

Perceptual Modality ModelVARK

Internet/Paper Survey Group Sharing

Information Processing ModelILS

Carousel Brainstorming

Personality ModelMI

Tic Tac Toe

Reflection

Respect How Each Student Respect How Each Student LearnsLearns

“The challenge is to reach more children more effectively. To do this, we need to create a vision for learning that makes every child feel included”

(A Guide to Effective Instruction in Mathematics K-6, 2006, Vol.1, p. 34)

Learning StylesLearning Styles

Determining a Student’s Determining a Student’s Learning StyleLearning Style

Observation of problem solving strategies or interactions with other students

InterviewsCompleting a Learning Style

Questionnaire

VARK Younger Student's Questionnaire

Four CornersFour CornersStyle Students like Students dislike

Mastery "proficiency in calculation and computation"

step by step demonstrations

repetitive practice

abstractions explanations non-routine problem

solving

Understanding "explanations, reasons and proofs"

emphasis on concepts

understand the reasoning behind the operation

collaboration application routine drill and

practice

I nterpersonal "applications to everyday life"

cooperative learning real-life contexts connections to

everyday life

independent seat work

out-of-context non-routine problem solving

abstraction

Self-Expressive "non-routine problem solving"

visualization exploration

step by step work routine drill and

practice

Silver, Strong and Associates' research

BIG QUESTIONS:1.How does your math style affect your students?2.Find the style that is clockwise to your group, and discuss three strategies you could use to suit their needs.

Perceptual Modality ModelsPerceptual Modality Models

Biologically-based reactions to the physical environment.

The primary way our body takes in information such as auditory, visual, smell, kinesthetic, and tactile. VARK

VARK – Learning PreferencesVARK – Learning Preferences

http://www.vark-learn.com/english/page.asp?p=questionnairehttp://www.vark-learn.com/english/page.asp?p=younger

KinestheticKinesthetic

Read/WriteRead/Write

Aural/AuditoryAural/

Auditory

VisualVisual

VARKVARK

Any surprises? Discuss with a partner.Take a look at the study strategies specificto the VARK learning styles around the room.They are also on CHATT.

Information Processing Models Information Processing Models

Distinguishes between the way we think, solve problems, and remember information 

This may be thought of as the way our brain processes information KOLB – Learning Style Inventory MBTI - Myers Briggs Type Indicator ILS – Index of learning styles

Formulated by Richard M. Felder and Linda K. Silverman

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Index of Learning StylesIndex of Learning Styles

Formulated by Richard M. Felder and Linda K. Silverman

http://www.engr.ncsu.edu/learningstyles/ilsweb.html “Students preferentially take in and

process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts.” http://www.ncsu.edu/felder-public/Learning_Styles.html

ActiveLearn best by doingLike group work

ReflectiveThink about it firstPrefer working alone

SensingLike to learn factsLike solving problems by well-established methodsLike details and memorizing factsLike doing hands-on work

IntuitiveLike to discover possibilities and relationshipsLike innovation and new ideas/conceptsLike a challenge

VisualRemember best what they seeList some strategies that you can use to address this learning style

VerbalRetain information if it is written and/or spokenList some strategies that you can use to address this learning style

SequentialGain understanding in linear stepsLike to follow logical steps when problem solving

GlobalLearn in large jumps, can absorb information in a random orderAre able to solve complex problems but will have great difficulty explaining how they got the answer

ResultsResults

Results for: ???????? ACT X REF

11 9 7 5 3 1 1 3 5 7 9 11SEN X INT

11 9 7 5 3 1 1 3 5 7 9 11VIS X VRB

11 9 7 5 3 1 1 3 5 7 9 11

SEQ X GLO 11 9 7 5 3 1 1 3 5 7 9 11

How to help? http://www.ncsu.edu/felder-public/ILSdir/styles.htm

Personality Models Personality Models

The way we interact with our surroundings

Our preferred, consistent, distinct way of perceiving, organizing, and retaining information

Due to our individual nature and nurture Multiple Intelligences

Multiple IntelligencesMultiple Intelligences

Howard Gardner Children have

unique cognitive profiles

Each has varying levels of the 8 intelligences

Tic Tac ToeTic Tac Toe

Make A PosterCreate a poster to show a special event from Medieval Times. Include a detailed picture and summary about the event. Make sure your poster is original, creative and colourful.

Musical MagicWrite a rap, song, a ballad or a poem Medieval Times. Perform your rap, song, ballad or poem for the class with or without musical accompaniment.

Funny PapersMake a comic stripabout Medieval Times. Include a title frame and a lot of details to tell what is happening.

Board GameMake a board game using vocabulary, information and people from Medieval Times. Be sure to include a set of instructions for your game that tell the rules and the goal. Make game pieces and cards

A Letter to the PastWrite 2 letters to a person from Medieval times. A person from the village and a person from the castle. Tell him/her how similar and how different your life is to his/hers. Ask questions and offer your opinions about what you think life must be like for them.

Castle ConstructionWith a partner construct a Medieval castle using recycled materials. You will need to research the important features of a Medieval castle, and present your castle to the class.

Dress ‘n’ GuessCome to class dressed as a person from Medieval Times. Tell the class your version of what life is like for you. Act like the person and answer any questions that the class may have about you and your life.

Mystery Box GameCover a shoe box with construction paper and colour large question marks all over the box. Fill your box with 5 objects related to Medieval Times. Write a description about each of the objects you include in your box. Allow the class to ask yes or no questions about the objects. When someone correctly guesses the object, he/she will have to explain how that object is related to Medieval Times.

Military PowerWarfare was common in Medieval Times. Find out about the types of weapons that were used in battle and wars during this time period. Make two of these weapons using recycled materials, and be prepared to share with the class what you’ve learned.

1 – Recorder

2 – Encourager/Time Keeper

3 – Spy (Can leave 2 times for a total of 2 minutes)

4 – Materials Manager (If needed)

Social Goal:Be Mutually Respectful

Learning Goal:Use MI knowledge tocreate math activities

Teacher’s who understand Teacher’s who understand student’s learning styles:student’s learning styles:

Develop activities which appeal to many learning styles and intelligences

Make use of co-operative learning Pose mathematical problems with a range

of entry points Teach problem solving strategies Provide time for reflection DIFFERENTIATE learning based on student

need

EquityEquity

. . . means a classroom in which each child is included and affirmed as an individual and in which access to mathematical competencies valued by the culture is provided to all children . . . Equity means balancing the needs of various individuals and trying to organize socially to maximize the learning of all.

Fuson et al., 2000)

Differentiating InstructionDifferentiating Instruction

Differentiation of

Mathematics Instruction

Content Process Product

Readiness InterestsLearning Profile

Is a teacher’s response to a child’s learning needs.

According to student’s

Adapted from: Education for All, 2005

ReflectReflect

Revisit the item you chose to represent you at the beginning of today

Reflect on what you have learned about yourself as a teacher and your students as learners

Would you like to change your item? Would you describe yourself differently

now?