Understanding the Learner

• Stages of Learning:– Cognitive– Associative– Automatic

• Mental practice – visualization, self-talk

• Teach speed then accuracy

Motor Learning Summary

• Practice schedules – distributed is more effective– Introduce new skills in their entirely

unless they are very complex. Use whole-part-whole method

– Forward or backward chaining– Variable practice – have changing

conditions» Open vs. closed skills

Motor Learning – Cont.

• Feedback – Beneficial during associative and automatic

stages• Learner needs corrective or positive specific

feedback during these times

– Delay feedback for about 5 sec. after performance – have peers do the same thing

– Only comment on those things the learner does not know

– Concentrate on only 1-2 critical features at a time

Motor Learning – Cont.

• Transfer of Learning– Point out ways in which many skills

share similarities with other skills

How students learn differently

Bandler-Grinder Model - Auditory, visual, kinesthetic

• Ask a student a difficult question and watch their eyes as they ponder the answer:– Auditory – looks sideways– Visual – looks up– Kinesthetic – looks down

How students learn differently

• Multiple Intelligences – Howard Gardner

1. Linguistic – can use words effectively,

• Prefer to learn through lectures, large and small group discussions, reading, storytelling, brainstorming, debate, writing activities– Best instructional materials are: books,

worksheets, manuals, talking books and cassettes, and word games. Would prefer to do a written report as an assignment

– When misbehave: talk, interrupt, and argue with teacher or other students

2. Logical-mathematical intelligence:

– Have a capacity to use numbers and reason effectively

– Prefer to learn through mathematics problems, scientific demonstrations, logical-sequential presentation of subject matter, classifications, and categorizations, critical thinking, and logical problem-solving exercises.

– Prefer to work with logic puzzles and games, computer programming languages, and mathematical problems on the chalk board

– When misbehaving – daydream or challenge the logic of the teacher

3. Spatial Intelligence

– have the capacity to perceive the visual-spatial world accurately.

– Prefer to learn through visualizations, picture metaphors, sketching of ideas, charts, graphs, diagrams, maps, slides, photographs.

– Like to work with building models, hands-on projects, videos, graphics software, visual puzzles and mazes, and microscopes.

– Get in trouble by taking things apart to see how they work and also doodle on paper

4. Musical Intelligence

– have the capacity to perceive, discriminate, transform, and express musical forms– Prefer to learn through rhythms,

songs, raps, chants, memory music, mood music, and musical concepts

– Will develop projects that include chants and raps

– Misbehave by humming and tapping their feet and drumming with a pencil

5. Interpersonal Intelligence

- have the capacity to perceive and make distinctions in the moods, intentions, motivations, and feelings of others.– Prefer to learn through cooperative learning, group

brainstorming activities, community-based activities, peer sharing, conflict mediation activities, cross-age tutoring, interpersonal interactions and simulations

– Like to work with interactive software and board games

– Misbehave by exerting negative leadership, writing notes, and talking to friends

6. Intrapersonal Intelligence

– have the capacity to understand themselves.– Prefer to learn through reflection, personal

connections, interest centers, goal setting, self-paced instruction, and self-esteem activities.

– Prefer to work with programmed instruction materials, individualized projects and games, and journals.

– Misbehave by day dreaming and tuning out the teacher

7- Bodily-kinesthetic

– have the capacity to use their whole bodies to express ideas and feelings.– Prefer to learn through creative movement,

physical education activities, mime, crafts, theatre, and hands-on activities

– Prefer to work with virtual reality software, field trips, hands-on materials, crafts, cooking

– Misbehave by being out of their seats as well as pushing, shoving, and fighting with others.

– Will do well in P.E., but be – a problem in other classes

8. Naturalist Intelligence

– are absorbed in things in the natural world

– Prefer to learn through working in nature, exploring and learning about plants and natural events

– Prefer to work outdoors, participate in field trips, garden, and use hands-on materials.

– Prefer to keep journals, make drawings, take pictures, and write down their observations

– Misbehave by day dreaming, wandering off, and focusing on the minute details of an object