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Empowering Learners with Learning Styles Steve Barkley 2013

Empowering Learners with Learning Styles Steve Barkley 2013. Gordon’s Skill Development Ladder The Art of Teaching. Unconsciously Talented. Unconsciously Skilled. Consciously Skilled. Consciously Unskilled. Unconsciously Unskilled. Gordon’s (1974) Skill Development Ladder.

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Empowering Learners with Learning Styles Steve Barkley 2013

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  1. Empowering Learners with Learning StylesSteve Barkley2013

  2. Gordon’s SkillDevelopment LadderThe Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder

  3. Rotate and Empower • Rotate instructional practices creating opportunities for students to work within their preferred style. • Empower students to use knowledge about their preferences in making choices and investing effort.

  4. Tactual: Visual: Kinesthetic: Auditory: Works bestwhen able tofeel throughsmall musclesand personalrelationships. Works bestwhen able tosee, watch,read, andview. Works bestwhen able tomove and do things with large muscles. Works bestwhen able tohear, speak,discuss, andthink outloud. Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results SENSORY STYLES

  5. Sharing Style Experiences • What are the strengths of your style? • What difficulties arise from your style? • Share some personal stories that illustrate.

  6. Auditory Plus One The previous activity was an example of auditory plus tactual. What components are tactual?

  7. Auditory Plus Visual • Graphic organizers are an example. Which ones fit in your instruction?

  8. Auditory Plus Kinesthetic Building in movement

  9. Rocks, Trees, Water Crust Lithosphere Moving Plates Asthenosphere Oozy, Asthenosphere Hot Rocks Deep Mantle Outer Core Molten Magma Inner Core Tough Stuff Model of the Earth

  10. Abstract: Global: Concrete: Sequential: Prefers towork withsymbols,words,numbers,and otherabstractions. Prefers to work with the“big picture,”large chunks,and intuitiveleaps. Prefers toworkwith realobjects,sounds,colors, andexperiences. Prefers towork withstep-by-step,orderly, logicalinformation. Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results PERCEPTUAL AND ORGANIZATIONAL STYLES

  11. GASC Diagram Right HemisphereGlobalSynthesisStoriesInductive Reasoning Left HemisphereSequentialAnalysisClassificationDeductive Reasoning Concrete /ImagesVisualsSoundsFeelingsBody Movements Abstract /SymbolsWritten WordsSpoken WordsNumeralsEquations The information on this diagram is set up as though you are facing someone.

  12. AS CS Continuum Perceptual Continuum Organizational CG AG Abstract Sequentialdiscuss, readcompute numbers sequentiallyand analyze verballydo things in their head Concrete Sequentialpart-by-part proceduresstep-by-step directionsreal world things Concrete Globaltrial/errorreal world in randomdiscovery method of learning Abstract Globaldiscuss ideas, concepts,pattern, associationsplay with wordscreate metaphors

  13. GASC — Teaching Strategies • Concrete/Sequential • field trips organized step-by-step, with a goal • structured, hands-on materials such as models • structured demonstration lessons • simulations that follow the rules • using step-by-step directions to complete a task • using concrete materials and following directions ________________________________________________________________________ • Abstract/Sequential • lectures, with questions and answers in a step-by step progression • audiotapes and/or videotapes in a step-by-step sequence • almost all textbooks • presenting logical thought and constructions • explaining theories through deductive reasoning • programmed instruction_______________________________________________________________________

  14. GASC — Teaching Strategies • Concrete/Global • optional assignments involving real things • problem solving simulations • open-ended, discovery-type field trips • learning through trial and error and seeing real objects • committee work on real projects • discovery learning______________________________________________________________________________________________ • Abstract/Global • open-ended think sessions • group discussions • allowing think time for reflections before beginning a project or assignment • allowing students to make intuitive leaps • using the synthesis process to allow students to get an “Aha!” • optional reading assignments • _________________________________ • __________________________________

  15. IntuitiveThinker: SensingJudger: IntuitiveFeeler: SensingPerceiver: Valuescompetence,rationalreasoning,andintellectualcomplexities. Valuesauthority,organization,predictability,andusefulness. Valuesintegrity,relationshipsand personaland emotionalissues. Values action,excitement,style,competition,andimmediateresponses. Quick-Pick Interpretation ofThe Kaleidoscope Profile® Results TEMPERAMENT STYLES

  16. Differentiate for theAt-Risk Learner Kinesthetic Concrete Global Sensing Perceiver

  17. Live Event Learning

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