Addressing Global and Analytic Learners Through Instructional Design

1. Addressing Global and Analytic Learners Through Instructional Design Sandra “Sam” Fortner, Ed. D.

2. Why teach to both analytic and global thinking styles? • “As reported through standardized measures, the most important reason to accommodate students’ thinking styles [global or analytic or combination of both] is the consistent gains in academic achievement.” • Helené Hodges, Ph. D • Executive Director, Urban Curricular Consultants • ASCD, Special Projects (1997-1999)

3. Problem: Most educators tend to teach to the needs of the analytic. Solution: Create lessons that address both the needs of the analytic and global learners. Marie Carbo, What Every Principal Should Know About Teaching Reading: How to Raise Test Scores and Nurture a Love of Reading, 1997

4. Analytic/Global Lesson Plan Design Process • 1. Receive teacher education about strategies for teaching analytic and global learners. • 2. After analyzing data, common core standards, and the curriculum roadmap, identify the desired learner outcome. • 3. Brainstorm lesson plan to lead to the desired learner outcome. • 4. Label the strategies/parts that address global and analytic learners. • 5. Revise the plan until it depicts a balance of strategies that address both the global and analytic learners. • 6. Write the lesson plan.

5. Step One: Receive teacher education about strategies for teaching analytic and global learners.

6. How do analytics think? • Analytics think from parts to the whole.

7. How do globals think? • Globals think from the whole to its parts.

8. Strategies for Teaching Analytics • 1. State class rules and follow them!

9. 2. Outline procedures for grading.

10. 3. Give feedback quickly and completely.

11. 4. Provide sequential lessons.

12. 5. Begin with specific facts and proceed to concept.

13. 6. Include dates and specific facts and numbers.

14. 7. Itemize and summarize to structure lessons. • 8. Remember details are important. • 9. Stay on topic (no random information). • 10. Provide key words or brief notes. • 11. Follow the schedule!

15. Strategies for Teaching Globals • 1. Provide emotional links.

16. 2. Begin with the “big picture”! (Connection)

17. 3. Connect learning activities to the real world. Inform students as to why the activity is important! (Relevancy)

18. 4. Use problem-based learning activities.

19. 5. Include many tactile/kinesthetic activities.

20. 6. Use lots of color and humor.

21. 7. Provide informal learning areas. • 8. Teach facts and concepts in story format. • 9. Provide breaks. • 10. Provide short assignments. • 11. Use learning and interest centers and games.

22. Step Two: Identify the desired learner outcome.

23. Objective: Given a self-selected topic, compare and contrast terms, self-selected graphic organizers, and writing implements, the students will employ pre-writing techniques to identify and develop details for a compare and contrast essay whose final product will be evaluated using the NPS Composition Evaluation Rubric with a performance of 76% or better.

24. Step Three:Brainstorm ideas that lead to the desired learner outcome.

25. Compare/Contrast Essay – Pre-writing Brainstorming • Questions about compare/contrast • Objects • Analyze compare/contrast terminology and transitions • Bag Activity • Topics • Six graphic organizers – pre-write • Students summarize their learning

26. Step Four:Label the strategies/parts that address global and analytic learners.

27. Label the Parts Questions about compare/contrast -analytic Objects -global Analyze compare/contrast terminology and transitions -analytic Bag Activity -global Topics -analytic Six graphic organizers – pre-write -analytic Students summarize their learning –analytic NOTE: The lesson addresses mostly the analytic.

28. Step Five: Revise the plan until it depicts a balance of strategies that address both the global and analytic learners.

29. Revised • Humorous poem/story –global • Tell desired learner outcome -global • Objects - global • Analyze compare/contrast terminology and transitions - analytic • Bag Activity - global • Topics - analytic • Six graphic organizers – pre-write - analytic • Students summarize their learning – analytic • NOTE: There is a balance of strategies addressing both analytic and global learners.

30. Step Six: Write the lesson plan.

31. Anticipatory Set:(Motivator)-Hold up paper bag and read “What’s in the Sack?” by Shel Silverstein (Two stanzas below) • What’s in the sack? What’s in the sack? • Is it some mushrooms or is it the moon? • Is it love letters or downy goose feathers? • Or maybe the world’s most enormous balloon? • What’s in the sack? That’s all they ask me. • Could it be popcorn or marbles or books? • Is it two years’ worth of your dirty laundry, • Or the biggest ol’ meatball that’s ever been cooked? Take objects out of the bag. Show what’s in the bag (computer disk and memo sheet). Have students discuss what they are, how they are alike, and how they are different. - Global (Connector)“Today, you will pre-write for a compare/contrast paper.” -Global (Relevancy)“Why is it important to be able to compare and contrast things in our lives?”-Global

32. Direct Instruction:Refer to chart with definitions of compare/contrast terminology and transitions. Discuss. • Compare – similarly, than, like, also, neither…nor, and, as, either…or, likewise • Contrast – however, unlike, opposed to, but, instead, yet, nevertheless, in contrast, although • Model a sentence using the terms with the two objects. Show and discuss transparencies of six types of graphic organizers used to compare/contrast. Analytic • Guided Practice:Show objects and have students state how they are alike or different used a transition. Introduce the bag activity. Students will work in pairs. Using a chart with numbers, they will record their findings about two objects corresponding to the bag’s number. They will have 3 minutes to brainstorm and record how the two objects are alike and different. When the timer goes off, they pass the bag to the next pair of students and repeat the process with a new bag. This will end after they have examined all 10 bags. • Teacher reveals objects and students share their findings. Global

33. Independent Practice: • Brainstorm topics with class. Students select individual topics. - Analytic • Students choose from among six graphic organizers and pre-write. – Analytic • Closure: • Students summarize their learning. • Using their self-selected topic and the transition terms, they will share statements about similarities and differences. – Analytic

34. References • Carbo, M. (1997). What every principal should know about teaching reading: How to raise test scores and nurture a love of reading. Syosset, New York: National Reading Styles Institute. • Hodges, H. (personal communication, June 5, 2003 & June 26, 2003) I am citing Dr. Hodges here, since I wanted her occupation noted in the text.