Using Technology to Teach a
Multi-Modal Pedagogy
Holly Hofmann
Tech Fair Fall 2008
Sponsored by Title V Coop
Fleming and Mills: VARK
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Visual learners learn best from info displayed in charts,
graphs, symbols, pictures, etc.
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Aural [Auditory] learners learn best by hearing info in
lectures, CDs, podcasts, group discussion, etc.
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Read/Write-oriented learners learn best by reading
and writing.
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Kinesthetic learners learn best by doing.
What Style Learner/Teacher Are You?
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Do you teach the same way you learn?
How would you characterize your teaching
style? (VARK)
How has your teaching style evolved over
the years (from what to what)?
How effective is your teaching style in
helping students succeed?
The Holly Hofmann story
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I am a RW. This style worked well when I
taught at the university level, but not here.
Since my teachers taught in the RW style
(with a lecture component) I needed to find
tools to help me reach the rest of the
students.
In informal surveys I have conducted in my
classes, approx. 70% of students are
Kinesthetic learners.
In my Basic Skills Class (English 21)
(no technology available in classroom)
1. Students see and create VISUAL pictures
and mnemonic devices to learn grammar and
word spellings
Ex: Punctuation/Music Notes
Choose/Chose donuts
2. Students READ the text descriptions of
grammar and paragraph rules and WRITE
answers to exercises as well as written
paragraphs
In my Basic Skills class, cont. (2)
3. Students LISTEN and RESPOND to my
in-class lessons
4. Students RECITE things aloud to
memorize
ex: Helping Verbs: “Am, Is, Are, Was, Were…”
ex: Subject vs. Object Pronoun
In my Basic Skills class, cont. (3)
5. Students learn KINESTHETICALLY by
CORRECTING incorrect sentences and
paragraphs, both on the board and on
worksheets
6. Students USE computer-assisted
instruction in the HLRC to practice
grammar. Online exercises are available.
In my Transfer Level Class, ENG 103
(Tech-Equipped classroom)
1.
2.
3.
Students READ book and WRITE reports
on reading.
Students collaborate (TALK and WRITE) in
groups to create essay portions which I then
type onto desktop-projected computer.
Students READ/SEE the written/visual
product and can correct/cross out/etc. the
product on the SmartBoard
Tech Equipped Classroom, cont.
4. After class, students can retrieve the file of in-class
work from my website or my ADX page.
5. In Debate activity, students must LEARN BY
DOING…a combination of VARK.
6. Online course supplements are available to
students. (VRW)
7. For capstone project, students CREATE Powerpoints
or other VISUALS to document project.
8. My goal is to be able to record/podcast class so
students can LISTEN again and again.
My Online Students
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Lit and Creative Writing students LISTEN to poets
reading the poems that they must READ.
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Students reading Fast Food Nation PLAY an online
game to learn about food production (Thanks to
Erika Szostak!) http://www.mcvideogame.com/
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Students complete quizzes, submit written essays,
“DISCUSS” and “CHAT” in teacher-moderated
forums on ETUDES. (Supplemental ETUDES shells
available.)
What Can You Do?
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Display your Syllabus on ADX for student
reference. (Call Mary-Jo Apigo, x4410)
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Browse existing faculty ADX syllabi at:
http://weekend.wlac.edu/wlacsyllabi
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Locate existing podcasts to supplement your
classroom material, or make your own
podcast (contact Josh Stern, x4558)
What You Can Do, cont. (2)
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Locate online exercises or quiz content for your
discipline that you can assign as homework. (Some
are available through the publishers.)
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Create or locate/use a CD with recorded
supplemental material for students.
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Build recitation, group work, or projects into your
syllabus, as applicable.
What You Can Do, cont.(3)
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Train with me (Holly Hofmann) to use the
Sympodium desktop projector and/orSmartBoard
(x4547)
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Take the ETUDES training course and learn to teach
online. (See Josh Stern, x4558)
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Use an ETUDES shell to supplement your oncampus class (where students can VIEW images,
LISTEN to sound files, TAKE quizzes, DISCUSS
content, etc.)
What You Can Do, cont.(4)
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Create visual images or games that help students
recall important concepts/info.
-Images can be distributed in class or posted online.
-Don’t reinvent the wheel: some of these materials might
already exist.
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Use free MERLOT content to spice up your ETUDES
shell. (http://www.merlot.org/merlot/index.htm)
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Use e-books when possible. Our library has a
number of them.
Resources
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VARK
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My Thesis Umbrella (A Mnemonic Device)
http://www.varklearn.com/english/index.asp
http://weekend.wlac.edu/Default.aspx?DN=c246fead-b62d-4102-bb92-bd084167784a
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West Faculty Syllabi on ADXhttp://weekend.wlac.edu/wlacsyllabi
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Educational Blogs
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Educational Podcasts
http://educational.blogs.com/
http://www.epnweb.org/ and
http://www.oculture.com/2006/10/university_podc.html