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Understanding the Learner

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

bernard-bray
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Understanding the Learner

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  1. Understanding the Learner • Stages of Learning: • Cognitive • Associative • Automatic • Mental practice – visualization, self-talk • Teach speed then accuracy

  2. 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

  3. 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

  4. Motor Learning – Cont. • Transfer of Learning • Point out ways in which many skills share similarities with other skills

  5. 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

  6. How students learn differently • Multiple Intelligences – Howard Gardner

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

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