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Intake

Intake. Time of Day. About 55% of adults function best in early AM About 28%of elementary students function best in early AM Usually best time is 10:30 – 2:00. Mobility. Let’s Move It!. Team Learning. Name the learning style characteristics that correspond to an analytic learner?

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Intake

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  1. Intake

  2. Time of Day • About 55% of adults function best in early AM • About 28%of elementary students function best in early AM • Usually best time is 10:30 – 2:00

  3. Mobility

  4. Let’s Move It!

  5. Team Learning

  6. Name the learning style characteristics that correspond to an analytic learner? • Name the learning style characteristics that correspond to a global learner? • Who do you think has an easier time in school: global learners or analytic learners? Why? • Creative application

  7. ANALYTIC CHARACTERISTICS • Learns step-by-step • Analyzes a problem and then reaches a decision • Is interested in details and often remembers them • Often works alone • Is not interested in personal experiences of a teacher or presenter • Does one thing at a time and is not easily distracted when concentrating • Doesn’t like vague questions such as...just suppose... • Prefers specific grading criteria and feedback • Prefers outlines

  8. GLOBAL CHARACTERISTICS • Needs to understand the whole idea • May be impulsive in reaching a decision • Usually interested in small group activities • Reads overall idea, skipping details; understands things in context; reads between the lines • Relates what is being taught to own personal experiences and enjoys hearing other person’s experiences (makes connections) • Sees relationships and likes analogies • Can work on different things at the same time • Is aware of other things going on while learning • Often answers...it depends... • Wants to see the relevance of the information • Prefers summaries

  9. FROM A GLOBAL • Why are we doing this? • Can we do this next week? • Go down and turn. • Why does spelling count? • Don’t touch the piles on my desk. • Why can’t I skip around in the book? • Let’s start this project…and that one too! • Not now. I’ll do it later.

  10. FROM AN ANALYTIC • Will it be on the test? • Do you want it in pen or pencil? • He’s directive (not a tyrant.) • Does spelling count? • If it isn’t broken, don’t fix it. • Why can’t we do one thing at a time? • Please check my work before I submit it. • What are you looking for?

  11. Guidelines for Teaching Analytic Students • Provide explanations and visual reinforcements • Explain all procedures to be used • Post key words • Answer questions with detail • Post specific directions, objectives and test dates • Use direct teaching methods • Proceed step-by-step through needed information • Post key words • Underline important facts on handouts • Use frequent question and answer segments • Test frequently and provide feedback on details and sequence

  12. Guidelines For Teaching Global Students • Introduce lessons globally • Begin with a story, anecdote, or joke • Relate the introduction to the concept • Provide a overview of the concept and a sense of purpose • Use discovery learning • Relate facts to each other and to realistic experiences. • Provide many types of materials • Provide tactual experiences • Provide kinesthetic experiences • Provide continuous feedback

  13. But both are in my class! • Introduce the lesson globally with an anecdote, joke or humorous story to everyone in the class. • This will be a hook for the global learners. • The analytic learners may roll their eyes, figuratively. • It is easier for the analytic learners to focus after this “diversion” than for the globals to focus without it. • Relate the lesson to the big picture.

  14. Let’s Try It

  15. Apply What You Learned Think of a difficult topic you will teach before the next holiday. Plan a global introduction to that topic. Work alone, with one other person, or in a small group.

  16. Let’s try some task cards 4 task cards about anything we have done today.

  17. Which elements will give me positive results the fastest?

  18. Slowly Achieving Students Need Low Late AM Afternoon Informal

  19. Need

  20. Need

  21. Room Redesign What elements can you accommodate?

  22. Control NOT Chaos • Consider these rules foryour learning styles classroom: • You must perform better academically. • Your behavior must be as good as it is today (if already good) or better (if it needs to be better). • Any learning style accommodation made for you cannot interfere with anyone else’s learning.

  23. Your Assignments1/2 • Choose 2 students who are very different. Observe them in light of what we have talked about. Make journal entries for each student for each day. If possible, observe them in academic, as well as non-academic, settings. What do you notice? Do you have any ideas for better meeting the needs of those students? You will give me your reflections and also share with the group next weekend. No more than 10 minutes for sharing.

  24. Assignment #2 • Team Learning and a global introduction for a new and difficult topic. Yes, you will turn these in also. • Please indicate title of unit and grade level on this document.

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