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

2. 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?

3. 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

4. Those with strong auditory memories will often appear inattentive…

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

6. 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

7. 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

8. 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

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

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

11. 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)

12. 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.

13. 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.

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

15. Blooms Knowledge Comprehension Application Analysis Synthesis Evaluation

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

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

18. 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

19. 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

20. 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

21. 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