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Learning Strengths Chapter 2: Sprenger

Learning Strengths Chapter 2: Sprenger. Melissa S. Ferro Brain-based Teaching and Learning July 5, 2007. Teaching and Learning. "The only thing that interferes with my learning is my education." --Albert Einstein. Sensory Processing – Part 1. Information enters through the senses

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Learning Strengths Chapter 2: Sprenger

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  1. Learning StrengthsChapter 2: Sprenger Melissa S. Ferro Brain-based Teaching and Learning July 5, 2007

  2. Teaching and Learning "The only thing that interferes with my learning is my education." --Albert Einstein

  3. Sensory Processing – Part 1 • Information enters through the senses • From brain stem to the thalamus • Thalamus to neocortex: • Occiptal • Temporal • Cerebellum

  4. Sensory Processing –Part 2 • “Life or death” to reticular activating system • “Important” factual information goes to hippocampus for long-term memory • “Important” emotional information goes to amygdala for long-term memory

  5. Sensory Pathways—Part 3 Sprenger and other researchers say: • Dominant sensory pathway(s) emerge from: • Experiences • Genetics • Brain Development • Most of us have “balanced” sensory pathways • Some of us have difficulty outside our dominant sensory pathway(s).

  6. VAK • Visual Learners: • Sit in the front of the class • Enjoy print materials • Prefer to process semantic (factual) information • Auditory Learners • Need to talk as much as listen • Prefer to process print materials when combined with listening and talking. • Kinesthetic Learners • Need to move and talk • Prefer to process print materials when combined with movement

  7. Visual Learners • Prefer to see or visualize information • Follow you with their eyes • Love handouts, movies, field trips, maps, charts and pictures • May have strong spatial skills / good spellers • May get stressed with “untidiness” • Many types including: • Prefer graphs and charts, pictures • Prefer text

  8. Auditory Learners • Prefer to hear or talk about new information • Love to listen AND talk • May have strong language learning skills • May be sensitive to certain noises • May have musical talent • Usually bad spellers • FACT of FICTION??? “Auditory learners can listen all day long”

  9. Kinesthetic Learners • The “wigglers and the jigglers” • Good motor skills / sports • Hands-on learners • Manipulatives: “Figure it out” • Whole-body learners • Role playing / live demonstrations • Doodlers • Doodling helps listening • May be distracted by change in room environment, or movement (what?)

  10. Implications • Differentiated instruction / Multi-pathway learning environments • Student motivation / less discipline issues • Successful learning builds confidence • Confidence as a learner = positive self-image • Positive self-image = life long learners • Women’s Ways of Knowing by Mary Belenky, Blythe Clinchy, Nancy Goldberger, Jill Tarule

  11. Articles • “Are Students Learning Styles Discipline Specific?” by Cheryl Jones, Carla Reichard, and Kouider Mokhtari • Research Question: • Do learning style preferences vary as a function of discipline, such as English, science, social studies, or math? • Findings: • 80% of students showed “learning style flexibility” depending on discipline • 20% of students did not show “learning style flexibility” • Implications: Teaching S’s about learning styles may help improve their study strategies across disciplines

  12. Articles • “Crosscultural Differences in Learning Styles of Secondary English Learners” by Clara C. Park • Research Question: • What are the learning style differences among culturally diverse English language learners (Hmong, Armenian, Vietnamese, Mexican, Korean) • Findings: • All ethnic groups indicated major / minor visual, auditory and kinesthetic preferences • Armenian and Korean students did not prefer group learning during initial adjustment to U.S. classrooms • Implications: • Print-rich materials and music/rhythmic activities • Manipulatives and hands-on learning activities • Gradually introduce group learning activities (pair-work)

  13. Hacking My Kid’s Brain • Case of Sensory Processing Disorder (SPD) • Blog by Mark Woodman • Son (Caleb) has SPD • Sensory processing cannot multi-task • Imagination overrides reality • Typical treatments for SPD are occupational therapy and special education classes • Father wants to re-wire sensory processing

  14. Activity • Caleb’s Rewiring Process and Ethics • Google: “Hacking My Kid’s Brain” • Click on Link-- • Jigsaw Activity: • Part 2--Auditory • Part 3--Visual • Part 4--Kinesthetic • Part 7– Ethical Implications • What is your opinion?

  15. Recap: Learning Strengths • Develop as the brain learns • Preference for one or more senses • Benefit from being matched with “learning environments” • Lead to successful learning AND • motivation, • confidence • positive self-image • SPD and other research on sensory processing in your area of study

  16. Thanks 797er’s! Arigato

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