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The Whole Child: Learning Styles and Multiple Intelligence

Goals of this Presentation. Introduce concepts of multiple intelligence and learning styleUnderstand why educators should consider these concepts What are the practical applications of these concepts What do they look like in the classroom. We are all a mixture of styles and preferences, not j

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The Whole Child: Learning Styles and Multiple Intelligence

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    1. The Whole Child: Learning Styles and Multiple Intelligence Sheryl Frank, Ph.D. Licensed Psychologist

    2. Goals of this Presentation Introduce concepts of multiple intelligence and learning style Understand why educators should consider these concepts What are the practical applications of these concepts What do they look like in the classroom

    3. We are all a mixture of styles and preferences, not just one single type IQ tests are one measure of certain kinds of intelligence People use multiple types of intelligence in their everyday life Success is finding your gifts and using them in everyday life Success in life does not depend on having any certain kind of intelligence

    4. What do students need for success: Ambition Hard work Perseverance Determination Focus Dreams Goals Creativity Drive Compassion Understanding Empathy Wanting to make life better for others

    5. Important terms Styles typical way in which an individual approaches learning Intelligence Mainstream Science on Intelligence (1994): Paraphrased: mental capability involving the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts."catching on", "making sense" of things, or "figuring out" what to do.[4] Creativity has more to do with personality than intellectual power: people who enjoy taking risks, are not afraid of failure, are attracted by the unknown, uncomfortable with the status quo are the ones who are likely to make creative discoveries (Gardner) Knowledge collection of information, end product of a mental system

    6. Types of intelligence - Gardner Intelligence type 1) linguistic 2) logical-mathematical 3) musical 4) bodily-kinesthetic 5) spatial-visual 6) interpersonal (EQ) 7) intrapersonal (EQ) possible additional types 8) naturalist 9) spiritual/existential 10) moral Capability and perception 1) words and language 2) logic and numbers 3) music, sound and rhythm 4) body movement control 5) images and space 6) other peoples feelings 7) self-awareness 8) natural environment 9) religion and ultimate issues 10) ethics, humanity, value of life

    7. At least 7 different pathways to learning If your students are not grasping material, then try presenting it in a different way Akeelah and the Bee (example of multiple intelligence and tools for success)

    9. supply and demand

    10. Relationship between multiple intelligence and learning styles Teach people through their strengths Increase their confidence Heighten their belief in themselves Improve enjoyment associated with learning

    11. How do you. cook a new dish? figure out how to drive to a new place? handle a disagreement? spend your leisure time? prepare your lessons? teach something new?

    12. Learning Style People perceive and process information differently The way in which each learner begins to concentrate on, process, and retain new and difficult information Dunn Give each teacher the learning style of the students in his/her class Look at a persons strengths (types of intelligence) to help identify their learning style Teach/evaluate through their strength and they will enjoy learning more and feel more confident

    13. Types of Learning Styles

    14. Visual learners Learn through seeing and reading Learn through seeing/observing things Pictures, diagrams, demonstrations, displays, handouts, films, flip-chart

    15. Auditory learners Learn through listening and speaking Transfer of information through listening Listen to the spoken word of self or others

    16. Kinesthetic learners Learn through touching and doing Learn through physical experience Touching, feeling, holding, doing Hands-on experience is key

    17. Perceiving and Processing Information - Funderstanding.com Concrete perceivers absorb info through direct experience, doing, acting, sensing, feeling (kinesthetic intelligence/learning style) Abstract perceivers take in info through analysis, observation and thinking (logical intelligence) Active processors make sense of an experience by immediately using the new information (linguistic intelligence) Reflective processors make sense of an experience by reflecting and thinking about it

    18. Connecting Learning Style to Education Curriculum Instruction Assessment

    19. General Teaching Strategies Sound Music Visuals Movement Experience Talking Experience Reflection Conceptualization Experimentation Surveys Comparisons/analogies Encourage sensing/feeling Asking questions involving making deductions and analytical reasoning Repetition Atmosphere of wonder/ acceptance

    20. Specific Teaching Strategies Debates in classroom ( linguistic; logical) Thought questions (reflective processors; linguistic) Role plays (concrete processor) Use of promethean board & activote, wand, portable mouse, portable keyboard (visual learning style) Use of color on smart board (inattentive types maybe they are just inattentive because of a mismatch between their learning style and the way information is presented) Videotape/audiotape classes Song to demonstrate a concept Show a movie excerpt or speech (concrete and abstract perceivers; visual style; spatial-visual) Storytelling to teach history (interpersonal intelligence)

    21. Help students modify their learning experiences Draw a picture of the lesson Use highlighters while taking notes Ask questions Make comparisons Depict notes visually e.g., graph, Venn diagram, decision tree Tape record lesson Do practice problems Volunteer to write on smart board

    22. Psychological evaluation report recommendations Visual learners Post rules/ procedures Poster board presentations Graphic organizers Visual outlines (Inspiration) Make eye contact Visual memory strategies Figuratively and literally paint a picture Elicit visual imagery Kinesthetic learners and active processors Hands-on activities Movement within the classroom Allow fiddling Mental/physical exercises as warm-up Role play Instructions to highlight key points

    23. Psychological evaluation report recommendations Auditory Lecture (Why dont we see this recommendation in reports?) Answering questions Writing a story and reading it aloud Using change in tone for emphasis Reflective processors Students teaching a concept Extrapolating from new concepts taught Active Processors Apply concept to everyday experience Ecological learning

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