Chapter+3+Knowing+the+Learner

Learning Styles

 * auditory learners - learn by absorbing the spoken word
 * visual learners - need illustrations, pictures, and diagrams
 * tactile learners - need to hanle materials, draw, be creative
 * kenesthetic learners -learn best by doing and moving
 * tactile/kenesthetic learners - enjoy role-playing and simulations and freedom of opportunity to move around

It is said the we learn: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what is discussed with others 80% of what we experience personally, and 95% of what we teach to someone else (Elkwall & Shanker, 1988)

Things to consider as factors that affect learning styles
Conduct surverys to find our your classes preferences and then be flexible.
 * noise level (quiet or noisy)
 * design structure (room arrangement, temperature)
 * motivation and persistence (long or short lessons)
 * responsibility (independent and self-directed or in need of lost of guidance)
 * structure (flexibility or detail and structure)
 * individual/peer (are they solitary or social learners)

Thinking Styles

 * Concrete Random Thinkers - like experimentation and are known as divergent thinkers. They need to be allowed to make choices about theri learning and how to demonstrate understanding. They enjoy creating new models and practial things.
 * Concrete Sequential Thinkers - detail oriented, notice detail, and recall them with ease. They require structure, frameworks, timelines, and orgamization to their learning. They like teacher lecture and teacher-directed activities
 * Abstract Sequential Thinkers - love theory and abstract thought. Their thinking processes are rational, logical, and intellctural. They need time to fully examine new ideas and concepts. They like to support new information by investigating (does this really work) and analyzing so they can make sense of the learning.
 * Abstract Random Thinkers - organize information through sharing and discussion. They are emotional and learn best when things are personal. They need cooperative learning, centers and partner work to understand.

What is successful intelligence? According to Dr. Robert Sternberg, it is when people are successful in life because they are able to take information or knowledge and use it in practical, analytical, and creative ways.

Learning Style Profile
David Kolb (1984) develoled a learning style profile which includes the following four groups:

Accommodators - students that try to shake things up. They are creative and flexible risk takers. They like doing things thier way. Convergers - only tell them what is useful and relevan to the question or problem. They don't want a lot of extra information. The need clear goals and specific timelines. Assimilators - this is your investigator, (they will Google to find out what they need), they reaserach, and learn as much as possible about a given subject. They like to learn from experts and past experiences. Divergers - Make them comfortable, show you care, be positive and let them know they are valued, They love to talk about their learning. (p, 28)

4MAT
Bernice Mccarthy's 4MAT model identifies four **learning styles** and strategies that work for each

Type I Learner Imaginative - seeks meaning, innovative, imaginative Teacher is the motivator for this student
 * prefers to learn through sensing/watching
 * WHY?
 * Have a reason for what you are doing

Type II Learner Analytical Learner - seeks facts and creates models Teacher is the information provider
 * prefers to learn through wathcing/thinking
 * WHAT?
 * Provide facts

Type III Learner Commonsense Learner - seeks usability, practical application Teacher is facilitator/coach
 * learns through thinking/trying it out
 * HOW does this work?
 * Encourage experimentation

Type IV Learner Dynamic Learner - Uses trail and error, makes things happen Teacher is a resource/evaluator (p. 29) Yet another model for learning styles is based on Carl Jung and isabel Briggs Myers:
 * Learns by tring things out/sensing
 * What can this become?
 * let them teach themselves and others


 * Self-Expressive Learners : need choices
 * Mastery Learners: observe, practice, describe
 * Understanding Learners: summarize, classify, compare, they seek evidence
 * Interpersonal Learners: AKA social learners. They feel, empathize, support, and seek approval

So how do we as teachers tie all this information about our students together into a useful profile that allows us to differentiate within our lessons. on page 31, fig. 8 the Matrix fo Learning Styles allows us to see how these all fit together and then we are given useful strategies on page 32.

For example. The beach ball would be a divergent thinker, that likes to try new ideas with original unique materials for a practical application model. Stratgies for this student include: Use and assignment list that gives students a choice in which problems or assignemnts must be completed.
 * variety of resources
 * adaptive environment
 * various manipulatives
 * choice of activities
 * extentions to activites
 * personal freedom

The clipboard (to do list) student is task and detail oriented and values useful relevant information that allows them to process step by step in order to make things work. Stragegies include: Provide a list of assignemts for each unit
 * organization
 * structure
 * visual direction
 * clear closure
 * sequential learning
 * clear proceedures
 * consistent routines
 * clear expectations

The microscope student is an intellctual, analytical and theoretical avid reader that seeks to learn. This student prefers to explore ideas, and then think and reflect those ideas. They appreciate the teacher lecture.Here are the strategies for these students: Finally we have the Puppy. This imaginative, emotional student needs postivive caring environments and appreciates social interaction. They need to feel and reflect about ther learning. We all know a student that fits this profile. Here are ways to help this student be successful:
 * investigative learning
 * critical thinking
 * verifying information
 * analyzing concepts
 * deep exploration
 * discussions
 * focus on details
 * ownwership
 * comfortable environment
 * encouraging atmosphers
 * supportive grouping
 * safe climate
 * respectful colleagues
 * emapthic learners
 * sensitive peers.

If that wasn't enough to try to process and incorporate into your classroom, there is more. Let's look at Multiple Intelligences according to Howard Gardner's (1983) theory. This focus is on how students process information. How do you make all this information work for you? First you need to observe your students. Identify thier strengths by using checklists, surveys and questionairs. There are several provided in this book. Obviously you cannot meet all the needs of all the students every day, so make plan to rotate so that every student gets a chance to work in their comfort zone. Build an environment that honors your students learning styles, thinking styles, and emotional needs. Chapter 3 Reflections
 * 1) Verbal/Lingistic: reading, writing, speaking, and listening
 * 2) Logical/Mathematical: working with numbers and abstract patterns (good math students, like puzzles)
 * 3) Visual/Spatial: graphic images, mind mapping, graphic organizers (better at geography and geometry)
 * 4) Musical/Rythmic: use rhythm, melody, and patterns so process (need the iPod)
 * 5) Bodily/Kenesthetic: gotta move, touch, and use gross motor skills (you might try reseating this student regularly)
 * 6) Interpersonal: sharing, cooperating, brainstorming (here are your group workers)
 * 7) Intrapersonal: work alone, let me work at my own pace.
 * 8) Naturalist: needs time outdoors, sorts, classifies (can we work outside today?)