Differentiating Content, Process, and Product for the Auditory Learner.

Slides:



Advertisements
Similar presentations
Multiple Intelligences
Advertisements

Take a piece of pizza from the counter.
SPANISH LESSON PLANS L.P.Miles Intermediate Grade Level: 4th
Addressing Multiple Learning Styles in Assignment Design Lynn Wright Pasadena City College.
Discovering your Learning Styles By: Luz Adriana Lopera September 2007.
Bloom’s Taxonomy
US – Destination Kent State – First Year Experience [DKS-FYE] LEARNING STYLES.
Bloom's Taxonomy of Cognitive Development
Using Learning Strategies. Studying Without Tears S.W.O.T.
Teaching and Learning with Case Studies. Agenda Understand how a case study is different How to effectively use a case study How to expand a case study.
ATTENTION LANGUAGE LEARNERS ! THE SENIORS’ GUIDE FOR SUCCESS.
Learning Styles.
Making Use of Assessment Data for English Language Curriculum Planning February 2006.
Multiple Intelligences
8 Learning Styles.
Learning Styles.
Stages of Second Language Acquisition
©2003 Pearson Education, Inc., publishing as Longman Publishers. Study Skills Topic 6 Learning Styles & Teaching Styles PowerPoint by JoAnn Yaworski.
Opening Day Presentation V. Jaramillo & A. Cadavid A. Ryan-Romo & F. OW Assessment Basics.
Framework for Diagnostic Teaching. Framework The framework for diagnostic teaching places a premium on tailoring programs that specifically fit all readers.
Different Types of Learners By Aygun Qasimova and Shani Backstrom.
Effective Public Speaking Chapter # 3 Setting the Scene for Community in a Diverse Culture.
What are learning styles?
Journal 9/3/15 What helps you learn new and difficult concepts? What activities helped you learn in other classes? Take two minutes to think on your own,
HOW DOES ASKING OUR STUDENTS QUESTIONS ENGAGE THEM IN THEIR LEARNING? Campbell County Schools.
MULTIPLE INTELLIGENCE Teacher Development Institute Dhaka.
Getting to Know Your Learning Style Adapted from: Knaak, W.C. (1983). Learning styles: Application for Vocational Education. Student Development Centre,
Bloom’s Taxonomy Knowledge Comprehension Application Analysis
Sample Questions Task-Based Activities Define each level shallow processing, simply recalling Demonstrate understanding Knowing when and why to apply.
What is my style? How do I use it?. Components of Learning Intake Processing Remembering Applying.
Learning Styles Sara Grady Matt Birtel Michael Saks.
DR. OLFAT SALEM L. MONA AL-ASEERI NURSING ADMINISTRATION & EDUCATION DEPT.
Wilkes County Schools Tracee McManus & Nikki Patrick.
Learners learn best through… Hearing Listening Speaking Verbal Lectures Discussions Listening to tone, pitch and speed in order to understand and interpret.
Multiple Intelligences Ways to learn. 2 Yesterday, we took a test to determine our “learning style” Yesterday, we took a test to determine our “learning.
Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.
Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.
DO NOW: 1.State whether you agree or disagree with this statement-and tell me WHY- “Everyone learns the same way.” Be prepared to justify your answer.
Junior TEAM Time October 21, Navy Survey  Complete Survey and turn in to your advisor  Answer question 4! Yes – recruiter will follow up with.
The Modality Preferences Instrument Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if.
Linguistic Intelligence Use storytelling to explain Conduct a debate on Write a poem, myth, legend, short play or news article Create a talk show radio.
How Do People Learn?. As a peer mentor, you coach other students in being successful in school. In order to really reach your mentees, it is important.
Visual Rolls eyes Follows you around the room with his/her eyes Is distracted at movement Loves handouts, work on the boards, overheads, and any visual.
Recognizing these in the classroom
Differentiating Content, Process and Products for the Kinesthetic Learner.
Higher Level Thinking Skills
Activities to Promote Speaking Підготувала Гаврілова С.В., Полтавська гімназія №17.
How to Teach Science using an Inquiry Approach (ESCI 215 – Chapter 1)
“I Can” Learning Targets 3rd Grade Reading 2nd Six Weeks Important Note: Slide 1 Cover slide Slide 2-10 (Skills to be covered throughout the year. All.
Antar Abdellah. What is speaking? Producing comprehendible sounds.
Bloom’s Taxonomy How to Create REALLY good questions!!
THE PROCESS OF LEARNING I am always ready to learn although I do not always like being taught. Winston Churchill.
Activities to Promote Speaking. Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety.
Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.
Reading Literature Welcome to this presentation about the top 5 ideas your child will learn during the first quarter of second grade. Top 5 Big Ideas Your.
Learning Styles & Teaching Styles
Howard Gardner’s Multiple Intelligences linked to Guided Language Acquisition Design (GLAD)
A Focus on Higher-Order Thinking Skills
85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”
Learning Styles What is yours?
Learning Styles & Study Skills
Learning Preference Inventory
Lecture Teaching Method
How Do We Learn? “OWN IT”.
Stand up and do actions for these!
Learning Styles How You Learn Best.
The Modality Preferences Instrument Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if.
Costa’s Levels of Questioning
“I Can” Learning Targets
Our goals today are to revise what we already know about multiple intelligences; use multiple intelligence activities to learn 7 key ingredients for a.
Presentation transcript:

Differentiating Content, Process, and Product for the Auditory Learner

Do you teach for auditory memory? Do I do a lot of lecturing? Do I easily get of track when I am speaking? Do I use my voice in my teaching? Am I easily distracted by sounds? Do I rely on verbal information and expect it from my students? Do I talk to myself often? Do I recognize student comments by paraphrasing them? Do I give “sermons” in response to misbehavior? Do I rarely use visual aids? Do I often have students read aloud, or do I find myself reading aloud to them?

Pre-assessment and the auditory learner Use whole class discussion as a preassessment. Use small group discussion with a recorder keeping track of answers Use a talk show format and ask individual students questions

Those with strong auditory memories will often appear inattentive…

The semantic strategies for auditory learners may be attractive to many types of learners.

Differentiation Small group discussion Debate Books on tape Interviews Oral reports Mnemonics involving rhythm and rhyme Conferencing Radio talk shows Large group discussions Oral interpreation

Differentiating for Auditory Memory and the Episodic System Field trips involving group work and discussion Music in the classroom Having this learner lead a “tour” of the room, discussing each poster, picture, graph, etc. Making use of guest speakers whenever possible, and making them aware of the need for verbal interaction with the students Work walls

If this is weak for students… Encourage students to repeat directions aloud or to themselves When using music with lyrics for episodic memory, write out the lyrics that are meaningful and memorable Promote oral summaries of field trips and assemblies

Episodic memories that truly become events in our students’ lives form strong memories

Differentiating for Auditory Memory and the Procedural System Procedural memory that relies on auditory sequencing can be difficult for many students

Differentiating for Auditory Memory and Conditioned Response Oral quizzes (product) Rehearsal through “quiz shows” like Jeopardy (process) Creating poems with content (process) Singing information to familiar tunes (process) Creating metaphors (content, process) Using a tape recorder to record questions and answers (process) Using your voice—tone, pitch, volume, to emphasis certain words or definitions (process)

Differentiating for Auditory Memory and the Emotional System Music—these learners know more song lyrics than you do. Debate--work with strong opinions that are backed up by solid research. Role-play—if the student is comfortable with any movement involved in the role-play, voice can be used to create emotion. Interviews—these can be with outsiders, or students can play the part of experts, participating, or onlookers for many situations. Joke creating and telling. Storytelling Playing an instrument.

Concentration and the auditory learner Seat the auditory learner away from obvious sounds, such as the radiator. After sound interruptions, check in with the learner to return the learner to task. Provide ear plugs or headphones to muffle sounds while the students are reading silently or working individually.

Multiple means of action Song Speech Audiotape Poetry Oral test Group discussion Conference or personal communication Oral reports

Blooms Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge How would you describe How would you say Can you relate Name the item Tell the parts of

Comprehension Interpret How would you summarize Explain the items Interpret the chapter Create a dialogue in which two characters infer

Application How would you identify How would you explain your understanding of What facts would you select to tell How would you conduct an interview

Analysis Tell how ____ is related to _____ Distinguish the difference How could you classify the areas of Analyze the reasons for ___ and categorize their usefulness Can you compare the motive

Synthesis Improve the current plan to include Imagine and explain a design that would Discuss the variable for a better model of What could be said to maximize the current concept or modify Compose a better ending to

Evaluation What would you evaluate to defend the actions of How would you explain How would you interpret What information would you recommend to justify Give the following data, what conclusion