A Rainbow of Learning Styles

1. A Rainbow of Learning Styles Matching our teaching to student needs

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3. Some teaching examples...

4. Learning Styles

5. "Intelligence is the capacity to process a certain kind of information” Gardner

6. 4 key elements to intelligences by Díaz and Heining-Boyton, 1995 • Everyone possesses all intelligences, and others may exist, but this is a manageable list for educators. • Most of us have Some of the intelligences highly developed; the other intelligences are either moderately developed or underdeveloped, but we can develop any of them to a moderate level. • The intelligences usually work in concert and not alone. • There are many ways to demonstrate intelligence within each category (adapted, Shrum and Glisan, p. 5).

8. A Learning Style is a general approach a learner uses to learn (Scarcella 8; Oxford, 1992, p. 6l). What influences that approach when a student enters the first day? How about after a week? How about after 8 weeks?

9. Scarcella and Oxford (1992) Five key dimensions of language learning styles • Analytic - Global • Sensory preferences • Intuitive/random - Sensory/sequential learning • Orientation to closure • Competition-cooperation

10. Learning Strategies

11. What is a learning strategy? "...specific actions, behaviors, steps or techniques-such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task-used by students to enhance their own learning." (p. 63) Scarcella, R.C. & Oxford R.L. (1992). The tapestry of language learning. (cited in Shrum & Glissan, 2010)

12. What makes a strategy useful? • relates well to the L2 task at hand • fits the particular student's learning style preferences • is used effectively by the student in relation to other relevant strategies Ehrman, Leaver & Oxford (2003)

13. Strategy Inventory for Language Learning (SILL) Rebecca Oxford, U. of Maryland Groups of L2 learning strategies: Cognitive Metacognitive Memory-related Compensatory Affective Social

14. Strategy Instruction in the Classroom • Should we as teachers make time to teach learning strategies in the classroom? • What does the research say?

15. Affective Variables

16. What does affect include? • “Affect factors include motivation, self-efficacy, tolerance of ambiguity, and anxiety, among others” (Ehrman, Leaver & Oxford, 2003) • What theories or methodologies have we seen that incorporate affect? • How do you address affect in your classroom?

18. Integrative vs. Instrumental Motivation Integrative • "...positive attitude toward the foreign culture and a desire to participate as a member of it..." Instrumental • "...goal of acquiring language in order to use it for a specific purpose..." (Ehrman, Leaver & Oxford, 2003) Are your students integratively or instrumentally motivated?

19. Intrinsic vs. Extrinsic Motivation Intrinsic • "...comes from within the individual and is related to the individual's identity and sense of well-being. Students are intrinsically motivated when learning is a goal in itself." Extrinsic • "...comes from outside the individual. Students are extrinsically motivated when learning is done for the sake of rewards...that are not inherently associated with the learning itself..." (Ehrman, Leaver & Oxford, 2003) How are your students intrinsically or extrinsically motivated?

20. Process Model: Dornyei (2001) • Shift from focus on the individual to the dynamics of the classroom, which emphasizes the influence of the classroom teacher for motivating students. (Adapted from Ehrman, Leaver & Oxford, 2003) • Motivation of students: • Pre-actional phase- "choice motivation" • Actional phase- "executive motivation" • Post-actional stage- "motivational retrospection" (adapted from Shrum and Glisam, 2010)

21. Synthesis: • How do you address affect in your classroom? • What will you do? • You are to teach a class on narrating in the past. In groups of two or three, describe how you would adjust your teaching to meet the needs of one of the following student.

22. Rachel: Soccer player that has a lot of friends. She also texts whenever she thinks she can get away with it. Lucas: ADHD. He's very good at math and seems to pay more attention when food is involved. Class: Narrating in the Past Derek: Overachiever with few social skills. He plays the trumpet and brings you pictures he's drawn of mountains and trees. Megan: Shy with low literacy skills. When she does speak to you in private she often has profound questions to ask about the Spanish culture.

23. Conclusion: • How do Teacher Personality Types affect student learning? • Should we adjust our teaching style to our students’ learning styles? • Is is beneficial to teach learning strategies to students or should we let them explore on their own?