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US Hispanic Markets Eduardo Michelsen

The US Hispanic market growth generates a huge business opportunity for everyone ... Celebrity / Royalty. Beauty. Home Making. Personal Finance. Latin American Sports. Gossip. Hip ...

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US Hispanic Markets Eduardo Michelsen

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    Slide 1:Learning Style Differentiation

    Slides used with permission of Carol Ann Tomlinson and/or Sandra Page

    Slide 2:Differentiated Instruction Defined

    “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

    Differentiated Instruction is a teacher’s response to learner’s needs guided by general principles of differentiation, such as flexible grouping appropriate degree of challenge respectful tasks Teachers can differentiate Content Process Product Readiness Interest Learning Profile clear learning goals ongoing assessment and adjustment Affect Carol A Tomlinson Readiness Learning Profile Interest GROWTH If tasks are a close match for their skills MOTIVATION If tasks ignite curiosity or passion EFFICIENCY If the assignment encourages students to work in a preferred manner

    Slide 5:Learning Style Differentiation

    How do I find out about students’ preferences? How do I keep an accessible record of this in order to USE the information in instruction? How do I group students in either think-alike or think-differently tasks? What are some possible strategies? Sternberg multiple intelligence lessons Learning modality preferences in lessons RAFTs (writing across the curriculum, differentiated by learning preference) Anchoring “go to” activity Learning contracts (differentiated by learning preference)

    Linear – Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________. Streetsmart – Contextual – Focus on Use PRACTICAL Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem. CREATIVE Innovator – Outside the Box – What If - Improver Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.

    Slide 7:Learning Style Social Studies Lesson on Landforms based on Sternberg’s Intelligence Preference

    Know: Geographical terms (isthmus, delta, peninsula, river, island) Understand: Landforms and bodies of water effect human movement and influence the development of cities. Do: Locate and label specific landforms Analyze how landforms produce economic advantages that establish settlements. After students have read and taken notes on the chapter, the teacher reviews with the whole class the basic information on landforms. Then, students are given a choice of three assignments to be done individually or in groups of two or three.

    Slide 8:Practical: Using these 8 given cities, (or you may choose other cities after approval by teacher), demonstrate how landforms and bodies of water contributed to the development and movement of people to this site over a period of time. You may use overlay transparencies or models to show the areas and growth. Creative: Develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. Using labels, etc., determine how these sites would grow due to economic possibilities of these geographical features, and predict population growth over a period of time. Analytical: Create clues or a set of directions to help us identify and locate at least 8 landforms on the map (given in the textbook, or a map provided by the teacher). Clues/directions should also be based on population and economic growth and changes.

    Slide 9:Partial List of Learning Modality Tasks/Skills

    Slide 10:Social Studies Chapter Review: Differentiation by Learning Modality Students are asked to read a textbook chapter, using a graphic organizer for note-taking. They then prepare a review/response using learning modality preferences. They may work in ‘learning style alike’ partnerships to prepare the response. In class, they will debrief in groups of 4 with each modality represented in each group.

    Slide 11:Differentiation by Learning Modality Preference Sewing Project Choices in Consumer Education Class Students will all create a small, original product using skills of: sewing, design & layout, fabric selection, color choice, embellishment choices

    Sandra Page, 2006

    Slide 12: Know: Different Forms of Transportation Understand: Transportation/vehicles helps us move from here to there. Do: Students will describe a vehicle using the vocabulary and knowledge learned on what makes things move and go. Vocabulary: wings, wheels, pedal, sail, pull, push, float, sink air, water, land, space fast, slow

    Transportation Pre-K/Kindergarten using Learning Modality Preferences

    Primary Transportation by learning modality continued

    Slide 14:Examples of RAFTs that differentiate by Learning Style

    Learning style and interest choices appear in the Format column Other RAFTs can be differentiated by readiness

    Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles. Business Education RAFT Students are reviewing elements from “Insert” Drop Down Menu This RAFT uses the columns of Role and Audience to review basic elements and vocabulary of this unit.

    Slide 17:Weather Topics RAFT choices These RAFTs focus on weather related vocabulary and instruments. No student would receive all these choices. Some of these choices may be made by teacher to “tier” because the vocabulary is beyond the grade level essentials.

    Slide 18:Our Community RAFT (Primary grade) Know: responsibility, role, respect, behavior Do: Discuss, reflect, respond Understand: Our classroom community depends on us working together.

    Slide 19:Technology Lab Safety

    Slide 20:Possible Role or Audience Ideas for a RAFT Choose ideas that advance the learning goals.

    Slide 21:Possible Formats to use with RAFTs

    Know: (facts, vocab) {Use these in Role or Audience?} Understand: (statement) {Use this in topic?} Do: (verb) {This might be the guide for the format?} RAFT Planning Sheet
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