The Impact of Training the faculty in Learning Styles and Multiple Intelligence Aplication Dr. D. G.Kulkarni Professor and Dean n( MBA Dept.) Jain College.

Slides:

Advertisements

Similar presentations

T-learning- A blend of C-learning and U-learning for higher education Presenter Prof. D. G. Kulkarni Professor and Dean Department of MBA Jain College.

Advertisements

Differentiation in the Art Classroom

Impact of Training the faculty in Avante Garde delivery for better knowledge transfer Presenter Prof. D. G. Kulkarni M.E.,MBA.,Ph.D.,Dip.T&D.,PGDM Professor.

The impact of training learners in efficiently adopting dominant learning styles to reinforce knowledge acquisition Deepak G. Kulkarni School of Business.

Differentiated Instruction with Technology LACUE, 2006 Mary Moore Terri Carpenter.

Unleash the Genius Hidden within you. A winner is someone who recognizes his God-given talents, works his tail off to develop them into skills, and uses.

GATE Parent Meeting Ybarra Academy of the Arts and Technology

Please complete a quick learning style survey online. See Hilary or Sally to get started. discovering_article.asp?sponsor=2859&article.

Nine Multiple Intelligences. In 1983, Howard Gardner, suggested that all individuals have personal intelligence profiles that consist of combinations.

Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student.

Incorporating Adult Learning Styles Practicum Instructor Training September 17, 2008.

0 TL 1071 – Implementing Learner-centered Teaching for Student Success PowerPoint Section 2 Dr. David E. Diehl THE CENTER FOR TEACHING & LEARNING EXCELLENCE.

Created by: Emily Knapp

FYI: Pedagogy The study of teaching and learning, especially as it relates to children and adolescents. Andragogy is the study of teaching and learning.

MULTIPLE INTELLIGENCES * Verbal / linguistic learners Logical / mathematical learners Visual / spatial learners Body / kinesthetic learners Musical / rhythmic.

Howard Gardner Multiple Intelligences 1983 Frames of Mind Educational Psychologist (Harvard)

Unit 16 Learner Differences and Learner Training.

Presentation Methods HPER )Understand Focus Population Assets & Needs  Needs Assessments  Provide direction for matching objectives to the selection.

Howard Gardner and Multiple Intelligences Presented by: Steven Yang and Cyndi Summers Resources from the information provided by: Susan Stevens,Terri Bell,Jen.

Intelligence Types based on Howard Gardner’s MI Model Poland –Gimnazjum in Wojkowice Kościelne Let’s Break The Ice With School.

Created by Kasha Mastrodomenico Information obtained from “Multiple Intelligences in the Classroom” by Thomas Armstrong.

LOVE I LOVE YOU Lesson Plan By Simone P. Henderson.

Presented by Ken The Learning Styles. Skill and Understanding Students will be able to do a basic post move Concept, Principle, SkillUnderstanding Student.

PART 2: MEAN MATH BLUES DR. M. DAVIS- BRANTLEY. Math Student Success Part II--Practice Put theory into practice: 1. Re-frame negative thoughts. 2. Dispel.

Interest is the central force that drives the whole machinery of Teaching Learning Process Interest can be the cause of an activity and the result of.

Perceptual Learning Styles and Multiple Intelligences.

Why different Teaching- Learning & Assessment? Hakim Usoof University of Colombo School of Computing.

“A set of skills allowing individuals to find and resolve genuine problems they face.” By Shannon Everett modified by Anne Heitman.

Differentiation the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’

Multiple Intelligences Copyright © 2005 The George Lucas Educational Foundation.

 Howard Gardner was the creator of MIT  There are 8 different intelligences: logical- mathematical, linguistic, musical, visual, body- kinesthetic,

INTELLIGENCE. WHAT IS INTELLIGENCE? ______________ = the measure of skills or knowledge you have already learned ______________ = the measure of skills.

The Learner. Why are some students successful at language learning whilst others are not?

1 © 2012 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill Chapter Three Deciding To Know Yourself.

Differentiating for Learning Style: Learning Style: –Affects efficiency of learning *Social/Emotional Factors *Learning Styles *Multiple Intelligences.

Multiple Intelligences Welcome to the Celebration!

Multiple Intelligences Finding the key to your child’s learning style By Amy Ward October 2, 2002 An Educational Theory by: Dr. Howard Gardner Introduction.

  Overview   Impact on curriculum design   Application in the 21 st century school.

Roxanna Rosas Texas Woman’s University Fall 2008 Theory of Multiple Intelligences.

Authors: Evelyn Almeida García Patricia Contreras Castro

Christina Pelletier Columbus State University

SBED 2056 Biology Teaching Methods

Presented by Kushal Roy Asst Professor, Dept of ECE, HIT

Gardner & Sternberg U11 – Testing and Individual Differences

Chapter 10 General Psychology Perspectives

Differentiated Instruction Workshop

Freshman Core Monday, February 1st.

Freshman Core Wednesday, February 3rd.

MULTIPLE INTELLIGENCES

Multiple Intelligences

Effective Teacher Partner up & name 5 characteristics that you think make up an effective teacher. Communicate Compassionate Knowledgeable Personable Perceptive.

Teaching Academically Diverse Learners

Using Technology with Stations in the Foreign Language Classroom

Differentiated Instruction Reaching to all our students

Personal Learning Theory BPSI

Theory of Multiple Intelligences

TL 1071 – Implementing Learner-centered Teaching for Student Success

Multiple Intelligences

Learning styles and teaching styles

Using Stations to Motivate and Engage

Ch.9 Sect.1: What is Intelligence?

Teaching for Multiple Intelligences

Howard Gardner What to make of all of this? I say, pay one's respect to school and to IQ tests, but do not let them dictate one's judgment about.

Multiple Intelligences

Differentiation from Planning to Practice

Howard Gardner's Multiple Intelligences

Multiple Intelligences

Theory of Multiple Intelligence Gardner 1983

Quiz Interactive intelligences-assessment For children tent/Multiple-Intellgence-

Presentation transcript:

The Impact of Training the faculty in Learning Styles and Multiple Intelligence Aplication Dr. D. G.Kulkarni Professor and Dean n( MBA Dept.) Jain College of Engineering, Belgaum, India AND Dr. Poornima Charantimath Dr. Kirti Shivkumar, IMER, Belgaum, India

INTRODUCTION What is Learning Style

Score of Learning Styles Total Numbers A V KAVAKVKAVK EXERCISE:( Identifying the Learning styles of students) Instructions: Let the students take the Learning style test from the online sources or with the hard copy. The dominant learning style will be the scores which are equal to or greater than 10 out of a score of 30. ( Note: The author has subjectively considered 10 as a threshhold score

What is Howard Gardners Multiple Intelligence Category of Intelligence Score Interpersonal -----/25 Intrapersonal Bodily Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Mathematical Naturalist Virtual /Spatial

Category of intelligence No of students scoring above 15 No of students scoring below 15 Interpersonal Intrapersonal Bodily Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Mathematic al Naturalist Visual /Spatial

Composition of a classroom Heterogeneous composition of learners in terms of: Language, Culture, Different perceptions Behavior patterns Learning styles and Multiple Intelligence

Training the Faculty Template 1 Planning by the hour Date: __________ Topic: ___________________________ Module:________ Plans to use: A/V/K/H/An/M/Music/TLM/OBT/LSMI Target students for this session: (Tick appropriate) All: Those Low on: Lingual/Inter/Intra/Number/Nature/Picture/Music Those High on : Lingual/Inter/Intra/Number/Nature/Picture/Music

TimeTopic Interventions used by the faculty member Students activity Competency developed

EXPERIMENTAL STUDY 56 MBA students participated in the research 4 teachers were trained to adopt the LS and MIT for content development and delivery. 8 hours class was engaged as a conventional class. A test was taken for 20 marks and scores compiled Again the faculty members took a class for 8 hours considering LS and MIT and using the designed template

HYPOTHESIS TO BE TESTED The following hypothesis were tested after the experiments: H N1 : There is no significant difference between Conventional and Multilingual methodology with respect to knowledge acquisition H A1: There is a significant difference between Conventional and Multilingual methodology with respect to knowledge acquisition H N2 : There is no significant improvement in the performance of the students with respect to unconventional teaching methodology (Out Bound Teaching ) as compared to the Conventional Teaching Methodology H A2: There is a significant improvement in the performance of the students with respect to unconventional teaching methodology (Out Bound Teaching) as compared to the conventional teaching methodology

Conclusion It was seen that the learners who post experimental score was much better than the pre experimental score. Hence, it is recommended that every teacher should know the class composition in terms of the LS and MI, and design the content for e- learning or classroom learning.

Thank you Contact Cell: