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

2. 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

3. 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

4. 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

5. 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

6. “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

7. Howard Gardner’s Theory of Multiple Intelligences

8. 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

9. 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

10. 8 Areas of Intelligence:
Intrapersonal
Bodily/Kinesthetic
Interpersonal
Verbal/Linguistic
Logical/Mathematical
Musical/Rhythmic
Visual/Spatial
Naturalistic
M. Bennett - November 2009

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

12. 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

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

14. 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

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

16. 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

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

18. 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

19. Logical/Mathematical
Processing information through working with numbers and patterns

20. 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

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

22. 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

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

24. 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

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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

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

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

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

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

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

37. Lawrence People-Oriented and Sympathetic Enthusiastic Problem-Solver 41 3 2
Precise and Steady
Analytic and Firm-minded
M. Bennett - November 2009

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

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

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

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

42. 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

43. 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

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

45. 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

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

47. 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

48. 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

49. 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

50. 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

51. 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