Learning Styles

2. Learning Styles Understanding yourself How do you learn?

3. What teachers do you remember? Why? • Was it the relationship? Subject matter? Or how they taught? • Do you teach the same way you learn? • Do you offer opportunities in all learning styles in your daily lessons? • Does the description on page 4 of LS packet really describe you? • What was your second closest LS? Reflecting

4. The Importance of Knowing How We Learn By having this knowledge we are able to take advantage of the strengths of others. A variety of learning styles on your team covers multiple situations that may occur.

5. Mastery Learner – paper clip Realistic, practical, and matter-of-fact Understanding Learner – magnifying glass Theoretical, intellectual, and knowledge-oriented Self-Expressive Learner – slinky Curious, insightful, and imaginative Interpersonal Learner – teddy bear Social, experiential, and community-oriented Strengths of Learning Styles

6. A Look at the Individual Daniel R. Moirao 2008

8. Mastery learners comprise: 35% of the general student population12% of the at-risk student population • Interpersonal learners comprise: • 35% of the general student population • 65% of the at-risk student population Self-Expressive learners comprise: Understanding Learners 20% of the general student population comprise: 22% of the at-risk student population 10% general student pop. 1% at-risk student pop. How do students learn? Daniel R. Moirao 2008

9. I ask them to take a poem And hold it up to the light Like a color slide Or press an ear against its hive. Introduction to Poetry by I say drop a mouse into a poem Billy Collins And watch him probe his way out, Or walk inside the poem’s room And feel the walls for a light switch. I want them to water ski Across the surface of a poem Waving at the author’s name on the shore. But all they want to do Is tie the proem to a chair with rope And torture a confession out of it. They begin beating it with a hose To find out what it really means.

10. Topic(s): Presentation that demonstrates student comprehension of poem Allocated Time for Instruction: 45-60 minutes Objectives SCoS Objectives: Prerequisite Skills/Knowledge: understanding of figurative language and poetry terminology: use of words or phrases that appeal to the five senses; poets use imagery to paint word pictures in order to help students experience a poem more fully. Formative Assessment: monitor groups plans for pantomime; monitor props for relevance; suggest connections to “they” in poem and students reading poem for first time Summative Assessment: write a paragraph in which you state what “Introduction to Poetry” says to you. Refer to imagery in poem.

12. Goal: 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) Objective 1: Learners will formulate a cross curricula lesson plan that demonstrates understanding of the poem Objective 2: Learners will formulate a cross curricula assessment that models understanding of a poem

13. Learning Styles Groups to: • Mastery (Paper Clip) = Media Center • Interpersonal (Teddy Bear) = Room 1118 • Understanding (Magnifying Glass) = Testing Room • Self-Expressive (Slinky) = Art Room

14. Literature Circle Rooms 1 to 7 – Room 1401 2 to 7 - Room 1402 3 to 7 – Room 1403 4 to 7 - Room 1404 5 to 7 - Room 1118 6 to 7 - Room 1406 7 to 7 - Room = Media Center