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  • BrainSpaces: Uniting Education & Architecture

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • Learning Styles*• Learning Styles*g y Environments• Environments Examples• Examplesp Discussion• Discussion * More information can be found at

    • www vark learn com &

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    • www.vark-learn.com & • www.learningstyles.net

  • • Multiple models of “Learning Styles” typologies have been developed to help enhance learning experiences for children

    • enhance learning experiences for children.

    The model referenced throughout this presentation was conceived by Neil Fleming

    • presentation was conceived by Neil Fleming.

    The referenced Model for how “Learning Style” theory can take effect in the

    • Style theory can take effect in the classroom was developed by Drs Rita and Kenneth Dunn. (Dunn & Dunn)

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • “For students to thrive, they need a learning • “For students to thrive, they need a learning they need a learning environment that engages

    d h ll h •

    they need a learning environment that engages

    d h ll hand challenges them to reach their individual • and challenges them to reach their individual ch th n potential.”• reach their individual potential.”

    SOURCE –

    The Secretary's School Initiative: Student Engagement and Options, www.ed.gov/about/offices/list/ovae/pi/hsinit/options

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • assessing your learning style  To gain a better understanding of yourself as a learner,

    you should evaluate the way you prefer to learn or process informationprocess information.

     By doing so, you will be able to develop strategies which will enhance your learning potentialwill enhance your learning potential.

     Its main benefit is to get you to think about yourself, to consider learning alternatives; not to rigidly classifyto consider learning alternatives; not to rigidly classify you.

     Follow the link below to complete the evaluation, a short, Follow the link below to complete the evaluation, a short, quick way of assessing your learning style. (No studies have validated this inventory.)

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    http://www.personal.psu.edu/bxb11/LSI/LSI.htm

  •  If you circled mostly a's you may have a visual If you circled mostly a s, you may have a visual learning style. You learn by seeing and looking.

     If you circled mostly b's, you may have an auditory If you circled mostly b s, you may have an auditory learning style. You learn by hearing and listening.

     If you circled mostly c's, you may have a kinesthetic y y y y learning style. You learn by touching and doing.

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • Auditory Identify sounds related

    to an experience

    Visual Have a sharp, clear

    picture of an experience

    Kinesthetic Develop a strong feeling towards an experience

    I hear you clearly, I want you to listen . . .

    Do you have visual images in your head as you are

    talking and listening to me? Do you feel what you are saying? Are you in touchy

    This sounds good. g g

    Can you see what I am saying?

    H d th

    y g y with what I am saying?

    How do you feel about this How do you hear this

    situation going? What do you hear that is stopping

    you? S d h

    How do you see the situation? What do you see

    stopping you? This looks good.

    Do you see what I am

    How do you feel about this situation? I'm getting a handle on this material.

    Let's move together. Does what I am putting you

    i t h ith f l i ht?

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    Sounds heavy.yshowing you? in touch with feel right? Sounds heavy.

  •  take numerous detailed notes  tend to sit in the front  are usually neat and clean

    visualize often close their eyes to visualize or remember something  find something to watch if they are bored  like to see what they are learning  benefit from illustrations and presentations that use color  are attracted to written or spoken language rich in

    imagery  find passive surroundings ideal: prefer stimuli to be

    isolated from auditory and kinesthetic distraction

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 visualvisual

  •  sit where they can hear but needn't pay attention to what is happening in front what is happening in front

     may not coordinate colors or clothes, but can explain why they are wearing what they are wearingexplain why they are wearing what they are wearing

     hum or talk to themselves or others when bored

     acquire knowledge by reading aloud

     remember by verbalizing lessons to themselves remember by verbalizing lessons to themselves

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 auditoryauditory

  •  need to be active and take frequent breaks  speak with their hands and with gestures  remember what was done, but have difficulty recalling what was

    said or seen

     find reasons to tinker or move when bored  rely on what they can directly experience or perform  activities such as cooking, construction, and art help

    th i d l them perceive and learn

     enjoy field trips and tasks that involve manipulating materials  sit near the door or someplace else where they can easily get up and

    move around  are uncomfortable in classrooms where they lack opportunities for

    hands-on experience p  communicate by touching and appreciate physically expressed

    encouragement, such as a pat on the back

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 kinesthetic kinesthetic

  • if you are a kinesthetic learner,

    this does NOT fit !this does NOT fit !

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • this IS it !this IS it ! BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    this IS it !this IS it !

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    graphic design by Susan Rundle

  • What do we have to work with?

    Spaces: Elements:Surfaces: Activities:Spaces: Rooms Hallways

    Elements: Color Materials

    Surfaces: Floors Walls

    Activities: Reading Listening

    Open Areas Outdoors

    Furniture Equipment Lighting

    Ceilings Windows Doors

    Discussing Making ExploringLighting

    Ventilation Plantings

    Doors Land

    Exploring Moving Playing Sharing

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

    Sharing Celebrating

  • what would it look, • what would it look , sound and feel like if •

    what would it look, sound and feel like if sound and feel like if we really meant it?• sound and feel like if

    ll t it?we really meant it? •

    we really meant it?

    BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 just ask kidsjust ask kids

    20

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 Children’s Museum - Architecture is FUN, Peter Exley, AIA

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 Children’s Museum - Architecture is FUN, Peter Exley, AIA

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 Children’s Museum - Architecture is FUN, Peter Exley, AIA

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11

  • BrainSpaces: Uniting Education & Architecture NSSEA Presentation: 12/1/11 Galilee Catholic Learning Community, Australia

  • BrainSpaces: Uniting Education & Architec

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