![Page 1: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/1.jpg)
Differentiating Content, Process, and Product for the Auditory
Learner
![Page 2: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/2.jpg)
Do you teach for auditory memory?
• Do I do a lot of lecturing?• Do I easily get of track when I am speaking?• Do I use my voice in my teaching?• Am I easily distracted by sounds?• Do I rely on verbal information and expect it from my
students?• Do I talk to myself often?• Do I recognize student comments by paraphrasing them?• Do I give “sermons” in response to misbehavior?• Do I rarely use visual aids?• Do I often have students read aloud, or do I find myself
reading aloud to them?
![Page 3: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/3.jpg)
Pre-assessment and the auditory learner
• Use whole class discussion as a preassessment.
• Use small group discussion with a recorder keeping track of answers
• Use a talk show format and ask individual students questions
![Page 4: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/4.jpg)
Those with strong auditory memories will often appear
inattentive…
![Page 5: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/5.jpg)
The semantic strategies for auditory learners may be attractive to many
types of learners.
![Page 6: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/6.jpg)
Differentiation• Small group discussion• Debate• Books on tape• Interviews• Oral reports• Mnemonics involving rhythm and rhyme• Conferencing• Radio talk shows• Large group discussions• Oral interpreation
![Page 7: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/7.jpg)
Differentiating for Auditory Memory and the Episodic System
• Field trips involving group work and discussion• Music in the classroom• Having this learner lead a “tour” of the room,
discussing each poster, picture, graph, etc.• Making use of guest speakers whenever
possible, and making them aware of the need for verbal interaction with the students
• Work walls
![Page 8: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/8.jpg)
If this is weak for students…
• Encourage students to repeat directions aloud or to themselves
• When using music with lyrics for episodic memory, write out the lyrics that are meaningful and memorable
• Promote oral summaries of field trips and assemblies
![Page 9: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/9.jpg)
Episodic memories that truly become events in our students’ lives
form strong memories
![Page 10: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/10.jpg)
Differentiating for Auditory Memory and the Procedural System
• Procedural memory that relies on auditory sequencing can be difficult for many students
![Page 11: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/11.jpg)
Differentiating for Auditory Memory and Conditioned Response
• Oral quizzes (product)• Rehearsal through “quiz shows” like Jeopardy
(process)• Creating poems with content (process)• Singing information to familiar tunes (process)• Creating metaphors (content, process)• Using a tape recorder to record questions and
answers (process)• Using your voice—tone, pitch, volume, to
emphasis certain words or definitions (process)
![Page 12: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/12.jpg)
Differentiating for Auditory Memory and the Emotional System
• Music—these learners know more song lyrics than you do.• Debate--work with strong opinions that are backed up by
solid research.• Role-play—if the student is comfortable with any
movement involved in the role-play, voice can be used to create emotion.
• Interviews—these can be with outsiders, or students can play the part of experts, participating, or onlookers for many situations.
• Joke creating and telling.• Storytelling• Playing an instrument.
![Page 13: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/13.jpg)
Concentration and the auditory learner
• Seat the auditory learner away from obvious sounds, such as the radiator.
• After sound interruptions, check in with the learner to return the learner to task.
• Provide ear plugs or headphones to muffle sounds while the students are reading silently or working individually.
![Page 14: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/14.jpg)
Multiple means of action
• Song• Speech• Audiotape• Poetry• Oral test• Group discussion• Conference or personal communication• Oral reports
![Page 15: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/15.jpg)
Blooms
• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation
![Page 16: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/16.jpg)
Knowledge
• How would you describe• How would you say• Can you relate• Name the item• Tell the parts of
![Page 17: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/17.jpg)
Comprehension
• Interpret• How would you summarize• Explain the items• Interpret the chapter• Create a dialogue in which two characters
infer
![Page 18: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/18.jpg)
Application
• How would you identify• How would you explain your understanding of• What facts would you select to tell• How would you conduct an interview
![Page 19: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/19.jpg)
Analysis
• Tell how ____ is related to _____• Distinguish the difference• How could you classify the areas of• Analyze the reasons for ___ and categorize
their usefulness• Can you compare the motive
![Page 20: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/20.jpg)
Synthesis
• Improve the current plan to include• Imagine and explain a design that would• Discuss the variable for a better model of• What could be said to maximize the current
concept or modify• Compose a better ending to
![Page 21: Differentiating Content, Process, and Product for the Auditory Learner](https://reader035.vdocuments.site/reader035/viewer/2022062322/5697c0251a28abf838cd52a1/html5/thumbnails/21.jpg)
Evaluation
• What would you evaluate to defend the actions of
• How would you explain• How would you interpret• What information would you recommend to
justify• What information would you recommend to
justify• Give the following data, what conclusion