Engaging Classroom Strategies Motivating Moroccan Teachers and Students M. Bennett - November 2009

Learning Expectations Monday, November 9: Participants will be able to: Explain how learning occurs; Determine their own learning styles; Understand how other learning styles differ from their own; Apply learning styles to lesson development. M. Bennett - November 2009

Learning Expectations Tuesday, November 10: Participants will be able to: Describe Marzano’s Nine Essential Instructional Strategies; Apply Marzano’s nine essential strategies to English lessons. M. Bennett - November 2009

Learning Expectations Wednesday, November 11: Participants will be able to: Describe the benefits of cooperative learning strategies for engaging students in classroom; Practice simple to complex cooperative learning strategies; Incorporate cooperative learning strategies into English lessons. M. Bennett - November 2009

Learning Expectations Thursday, November 12: Participants will be able to: Discover engaging strategies for use in classrooms; Brainstorm ideas for use of engaging strategies in classroom; Practice engaging learning strategies for use in classrooms. M. Bennett - November 2009

“If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears, however measured or far away.” ~ Thoreau M. Bennett - November 2009

Howard Gardner’s Theory of Multiple Intelligences

The theory of multiple intelligences was proposed by Howard Gardner in 1983 to more accurately define the concept of intelligence and to address the question whether methods which claim to measure intelligence are truly scientific and can accurately do so. M. Bennett - November 2009

Gardner's theory argues that intelligence as it is traditionally defined does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence and therefore may best learn the given material through a different approach or may excel in a field outside of mathematics. M. Bennett - November 2009

8 Areas of Intelligence: Intrapersonal Bodily/Kinesthetic Interpersonal Verbal/Linguistic Logical/Mathematical Musical/Rhythmic Visual/Spatial Naturalistic M. Bennett - November 2009

Intrapersonal Processing information personally through reflection, visualization, and meaning making.

Intrapersonal How can I evoke personal feelings or memories, or give students choices? Relate topic to real life Self discovery Independent projects Self-evaluation Journal/diaries Goal setting Personal reaction to topic

Bodily/Kinesthetic Processing information through touch, movements, and dramatics

Bodily Kinesthetic How can I involve the whole body or use hands-on experience? Models Labs Skits or play Projects Puzzles Manipulatives Scavenger hunts Board or floor games Field trips Simulations Sports/games Role play Dances Learning centers

Interpersonal Processing information by sharing, cooperating, teaching, and relating

Interpersonal How can I engage students in peer sharing, cooperative learning, or large group simulation? Cooperative work Field trips Diverse points of view Interviews Peer feedback Teaching others Co-curricular Group projects activities

Verbal/Linguistic Processing information through reading, writing, speaking, and listening

Verbal/Linguistic How can I use the spoken or written word? Letters, poems, stories Oral discussions Interview Lectures Audiotapes Mnemonics Journal writing Brainstorming Creation of story Reading problems

Logical/Mathematical Processing information through working with numbers and patterns

Logical/Mathematical How can I bring in numbers, calculations, logic, classifications, or critical thinking skills? Lists of facts Hypothesis Logic problems Data analysis Story problems Puzzles Graphic organizers Time lines Experiments Outlines

Musical/Rhythmic Processing information through working with rhythm, melodies, moods, and patterned sounds

Musical/Rhythmic How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? Song titles that explain content Melodies that capture a mood or concept New lyrics to old songs Music associated with time period of content Choral readings

Visual/Spatial Processing information through images, visualizing, and drawing

Visual/Spatial How can I use visual aids, visualization, color, art or metaphor? Collages Charts, posters, graphs Videotapes Use of color & shapes Demonstration Drawing Map making Manipulatives Illustrations Visualization

Naturalistic Processing information through an experience in the natural world M. Bennett - November 2009

Naturalistic How might I bring the outdoors and nature into the learning environment? Selective literature Include nature in classroom (plants & animals) Include collections and analysis

To which of Gardner’s Intelligences do you belong? Intrapersonal Bodily/Kinesthetic Interpersonal Verbal/Linguistic Logical/Mathematical Musical/Rhythmic Visual/Spatial Naturalistic M. Bennett - November 2009

How can I apply Gardner’s Theory of Multiple Intelligences in my classroom? Talk with your neighbor. . . Discuss one way you currently apply Gardner’s theory – which Intelligence? Discuss two ways you may add more – which two? Share. . . M. Bennett - November 2009

Learning Styles by seeing and hearing, reflecting and acting, Students take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts. M. Bennett - November 2009

Teaching methods also vary. Some teachers lecture, others demonstrate or lead students to self-discovery; some focus on principles and others on applications; some emphasize memory and others understanding. M. Bennett - November 2009

When mismatches exist between learning styles of students in a class and the teaching style of the teacher, the students may: become bored and inattentive in class, do poorly on tests, get discouraged about the course, the curriculum, and themselves, and in some cases, drop out of school. M. Bennett - November 2009

David Kolb’s research Sensing/Feeling PERCEIVING Thinking M. Bennett - November 2009

David Kolb’s research Reflective Active PROCESSING M. Bennett - November 2009

KOLB SENSING/FEELING ACTIVE REFLECTIVE THINKING M. Bennett - November 2009

KOLB Acting Skill Valuing Skill 4 1 3 2 Decision-making Skill Thinking Skill M. Bennett - November 2009

Jung Intuitors Feelers 4 1 3 2 Sensors Thinkers M. Bennett - November 2009

Lawrence People-Oriented and Sympathetic Enthusiastic Problem-Solver 4 1 3 2 Precise and Steady Analytic and Firm-minded M. Bennett - November 2009

McCarthy’s 4MAT Concrete Experience (Sensing/Feeling) Reflective Observation (Watching) Active Experimentation (Doing) Abstract Conceptualization (Thinking) M. Bennett - November 2009

McCarthy Imaginative Learners Dynamic Learners 4 1 3 2 Common Sense Learners Analytic Learners M. Bennett - November 2009

Abstract Conceptualization (Thinking) Concrete Experience (Sensing/Feeling) How we Perceive Abstract Conceptualization (Thinking) M. Bennett - November 2009

Active Experimentation (Doing) Reflective Observation (Watching) How we Process M. Bennett - November 2009

Abstract Conceptualization (Thinking) Concrete Experience (Sensing/Feeling) Active Experimentation (Doing) Reflective Observation (Watching) How we Perceive How we Process Abstract Conceptualization (Thinking) M. Bennett - November 2009

Abstract Conceptualization (Thinking) Concrete Experience (Sensing/Feeling) Dynamic Learners Imaginative Learners Active Experimentation (Doing) Reflective Observation (Watching) 4 1 3 2 Common Sense Learners Analytic Learners Abstract Conceptualization (Thinking) M. Bennett - November 2009

So, to which quadrant do you belong? M. Bennett - November 2009

4MAT Foldable Use for notes, review Fold colored paper lengthwise (hotdog fold) Now fold in middle and again (hamburger fold) Open back to hotdog Cut through top flap only to create four flaps M. Bennett - November 2009

McCarthy Creativity – If? Meaning – Why? 4 1 3 2 Problem-solving – How? Conceptual Knowledge – What? M. Bennett - November 2009

Your task . . . Within each of your Quadrants, create a chart showing: Your Quadrant Number (1, 2, 3, or 4) Your Preferred and Painful Learning Characteristics M. Bennett - November 2009

As you work . . . Be sure to consider such things as how a classroom is arranged, the types of teaching strategies used by the instructor, how you prefer to study, etc. Help others better understand how you learn best! M. Bennett - November 2009

15 minutes. . . Hang your chart on the wall – Gallery Walk All 1’s together, all 2’s together, etc. Gallery Walk M. Bennett - November 2009

In groups of four, create four learning activities for your English classroom, one for each of the four quadrants, to appeal to each of the four learning styles. 4 1 3 2 M. Bennett - November 2009

How is this information important. . . . . . to me as a teacher/scholar? 2) . . . to my students? 3) How will I use this in my classroom? M. Bennett - November 2009