Learning Styles Principles in this presentation

What is your perceptual strength? Aural – plenty of talk form me but remember aurals also like to talk so themselves so opportunity for this in discussion from time to time.Visual – OHP slides but make up own TM’s as this also a visual activity and keeps you actively processing. Change the TM form e.g. attribute map to a cause and effect map and again actively processing.Tactual – Make up own notes as go.Kinaesthetics - shoes off and feet feel carpet or even rub feet on carpet.

What is your second preference?Must use for reinforcing – research data. To just use the one is inefficientOthers use all the time and easy to also include your second preference in this presentation.

Importance of analytic and global titles.

Get the Process Right!Or

Don’t Get Your Nose Out of Joint!

Getting the right answersor

A questionable practice!

Teachers asking

questions

Two or three

questions per minute

Mary Budd Rowe’s Research

Student response within .09 seconds

Only one second before

moving on

Answered own

questions

Teachers asking

questions

Two or three

questions per minute

Mary Budd Rowe’s Research

Student response within .09 seconds

Only one second before

moving on

Answered own

questions

Create Wait

points

Mary Budd Rowe’s ResearchWait Time – Minimum of 3 seconds

Between announcing and asking a question

Asking and calling on an

answer

Calling on someone

else to respond

Calling on a further

response or right of reply

to encourage that student to continue his/her response or for other students to give a considered response to the previous student and/or extend the idea.

REFLECTION/RECODING - PMI

Plus = The good things – WHY you like it

Minus = The bad points – WHY you don’t like it

Interesting = Neither good nor bad points but what you find interesting about the idea.

TRIAD RESPONSE

Allow x last word

Call on z to evaluate y’s comments paraphrase respond

Wait

Wait Teacher summary ????

Ask question Wait WaitCall on X to answer

Call on y to agree or disagree: paraphrase then respond

Wait

Evidence required

Evidence required

Wait

PARAPHRASE RULES

First give the main idea or big picture precisely

Second add the most important details that support the main idea.

Charles Handy

“When I went to school, I did not learn anything much which I now remember, except the hidden message, that every major problem in life had already been solved. The answers were in the teacher’s head or in her textbook but not in mine ….. That hidden message from my school, I eventually realized, was not only crippling, it was wrong.”

Wait Time/Silence gives time to:

Respond with precision and accuracy

Access prior knowledge

Reflect or metacog

Reduce impulsivity

Striving for accuracy

Thinking interdependently

Listening with understanding and empathy

REFLECTION/RECODING - PMI

Plus = The good things – WHY you like it

Minus = The bad points – WHY you don’t like it

Interesting = Neither good nor bad points but what you find interesting about the idea.

P3

Pause

Paraphrase

Personalise

P3

Paraphrase PersonalisePause

Paraphrase PersonalisePause

Making Classrooms More Interrogative and Less Imperative

Call on students randomly.

Use a technique such as pulling Popsicle sticks with students' names on them from a jar. Replace the stick after every question and answer to assure randomness.

Record who answers or takes part so equity

Encourage students to answer questions sometimes without using words.

Let students use materials such as colored pencils and rulers to graph or sketch their answers or as a Thinking Map.

Mime

The teacher's job is to manage and guide what occurs prior to and immediately following each period of silence so that the processing that needs to occur is completed.

The teacher needs to be unobtrusive

WAIT TIME PUTTING IT INTO EFFECTRule one – after I have asked the question no one raises their

hand until I call for the answer.

1. Question – “When would you use wait time in your classroom?”

3. Call on someone to answer/respond.

4. Wait time/pause

6. Wait

7. Call on some one to evaluate the previous speaker. PARAPHRASE

9. Optional teacher comment/summary

Rule two – before responding to the previous speaker his/her comments are to be paraphrased.Rule three – the teacher takes no part except at the end, briefly.

2. Wait

5.Start answer with PARAPHRASE

8. Original person right of reply. PARAPHRASE

WAIT TIME – THE RESEARCH CLASSROOM CLIMATE

Teachers and students ask better questions (requiring higher order thinking skills)

Discipline improves Student academic achievement improves thus expectancy rises for all

BUT IT IS A LEARNED HABIT: A LEARNED BUT IT IS A LEARNED HABIT: A LEARNED PROCESS. IT WONT JUST HAPPEN IT HAS PROCESS. IT WONT JUST HAPPEN IT HAS TO BE TAUGHT!TO BE TAUGHT!

Responses change from a single word to whole statements.

The inflection on the end of the response that says, “Am I right?” disappears. Self-confidence increases.

Speculative thinking increases.

Guessing, “I don't know,” and inappropriate responses decrease.

Students “piggyback” on each other's ideas.

The interaction becomes a student-student discussion, moderated by the teacher, instead of a teacher-student inquisition.

Students ask more questions.

Students propose more investigations.

Teachers ask fewer questions.

MORE DETAILED RESEARCH

University of Pennsylvania researchers, Angela L. Duckworth and Martin E.P. Seligman in the Journal Psychological Science state that:

programs that build self-discipline may be the royal road to building academic achievement self-discipline and self-denial could be a key to saving U.S. schools.

These findings suggest a major reason for students falling short of their intellectual potential is their failure to exercise self-discipline.

STIRLING UNIVERSITY Dr Gwyneth Doherty-Sneddon British Journal of Developmental

Psychology

"The mistake adults make is to interject too quickly, they need to try and hold back," said Dr Doherty-Sneddon. "If they avert their gaze, it's worth waiting because they are probably trying to come up with something.”

“What our research clearly shows was that primary-school-aged children used gaze aversion to help them concentrate on difficult material." She added: "It is something to be encouraged rather than discouraged."

ANDERSON’S NEW BLOOM HIGHER ORDER THINKING SKILLS.

Better responses leading to efficacy when ask higher order thinking questions.

KNOWLEDGE – remembering

UNDERSTANDING – explaining, justifying

CREATING – generating new ways of viewing/doing

EVALUATING – justifying alternative actions

ANALYSING – distinguishing between combinations

Where might wait time be useful in sports coaching?

Would you get different results with a different year?

When would you usewait time in class?

Why do you wait rather than taking the first hand up?Name the researcher associated with wait time?

APPLYING - using in a familiar combination

How can wait time be applied to written work written work?

DEVELOPS A MINI SYSTEM

The power of teacher modeling but raise it to the consciousness level!

Teacher asks HL question

Student gives HL response

Student in turn asks HL ?

Teacher gives HL response

Our success as teachers in helping students see themselves as competent in the subjects we teach will affect the rest of their lives Carol Ann Tomlinson

“Waddya mean ‘not demonstrative enough’?.....only last week I said you were right up there with my dog!”

REINFORCE