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A Rainbow of Learning Styles. Matching our teaching to student needs. Brought to you by . Some teaching examples. Learning Styles. "Intelligence is the capacity to process a certain kind of information” Gardner. 4 key elements to intelligences by Díaz and Heining-Boyton, 1995.
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A Rainbow of Learning Styles Matching our teaching to student needs
"Intelligence is the capacity to process a certain kind of information” Gardner
4 key elements to intelligences by Díaz and Heining-Boyton, 1995 • Everyone possesses all intelligences, and others may exist, but this is a manageable list for educators. • Most of us have Some of the intelligences highly developed; the other intelligences are either moderately developed or underdeveloped, but we can develop any of them to a moderate level. • The intelligences usually work in concert and not alone. • There are many ways to demonstrate intelligence within each category (adapted, Shrum and Glisan, p. 5).
A Learning Style is a general approach a learner uses to learn (Scarcella 8; Oxford, 1992, p. 6l). What influences that approach when a student enters the first day? How about after a week? How about after 8 weeks?
Scarcella and Oxford (1992) Five key dimensions of language learning styles • Analytic - Global • Sensory preferences • Intuitive/random - Sensory/sequential learning • Orientation to closure • Competition-cooperation
What is a learning strategy? "...specific actions, behaviors, steps or techniques-such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task-used by students to enhance their own learning." (p. 63) Scarcella, R.C. & Oxford R.L. (1992). The tapestry of language learning. (cited in Shrum & Glissan, 2010)
What makes a strategy useful? • relates well to the L2 task at hand • fits the particular student's learning style preferences • is used effectively by the student in relation to other relevant strategies Ehrman, Leaver & Oxford (2003)
Strategy Inventory for Language Learning (SILL) Rebecca Oxford, U. of Maryland Groups of L2 learning strategies: Cognitive Metacognitive Memory-related Compensatory Affective Social
Strategy Instruction in the Classroom • Should we as teachers make time to teach learning strategies in the classroom? • What does the research say?
What does affect include? • “Affect factors include motivation, self-efficacy, tolerance of ambiguity, and anxiety, among others” (Ehrman, Leaver & Oxford, 2003) • What theories or methodologies have we seen that incorporate affect? • How do you address affect in your classroom?
Integrative vs. Instrumental Motivation Integrative • "...positive attitude toward the foreign culture and a desire to participate as a member of it..." Instrumental • "...goal of acquiring language in order to use it for a specific purpose..." (Ehrman, Leaver & Oxford, 2003) Are your students integratively or instrumentally motivated?
Intrinsic vs. Extrinsic Motivation Intrinsic • "...comes from within the individual and is related to the individual's identity and sense of well-being. Students are intrinsically motivated when learning is a goal in itself." Extrinsic • "...comes from outside the individual. Students are extrinsically motivated when learning is done for the sake of rewards...that are not inherently associated with the learning itself..." (Ehrman, Leaver & Oxford, 2003) How are your students intrinsically or extrinsically motivated?
Process Model: Dornyei (2001) • Shift from focus on the individual to the dynamics of the classroom, which emphasizes the influence of the classroom teacher for motivating students. (Adapted from Ehrman, Leaver & Oxford, 2003) • Motivation of students: • Pre-actional phase- "choice motivation" • Actional phase- "executive motivation" • Post-actional stage- "motivational retrospection" (adapted from Shrum and Glisam, 2010)
Synthesis: • How do you address affect in your classroom? • What will you do? • You are to teach a class on narrating in the past. In groups of two or three, describe how you would adjust your teaching to meet the needs of one of the following student.
Rachel: Soccer player that has a lot of friends. She also texts whenever she thinks she can get away with it. Lucas: ADHD. He's very good at math and seems to pay more attention when food is involved. Class: Narrating in the Past Derek: Overachiever with few social skills. He plays the trumpet and brings you pictures he's drawn of mountains and trees. Megan: Shy with low literacy skills. When she does speak to you in private she often has profound questions to ask about the Spanish culture.
Conclusion: • How do Teacher Personality Types affect student learning? • Should we adjust our teaching style to our students’ learning styles? • Is is beneficial to teach learning strategies to students or should we let them explore on their own?