Getting to Know Your Students
Presenter:
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Quintin M. Robertson – GSSD Sup’t of Student Services
Goal for the Presentation:
 Participants will gain an understanding of
planning/teaching that aligns with student readiness.
 Participants will be able to complete a student learning
profile card containing information on student interests,
learning modalities and Triarchic Theory.
Differentiation Based On Readiness
A readiness-based approach designed to help all learners work with the
same essential information/outcomes, ideas, and skills, but at a degree
of difficulty “just a little too hard” for that learner.
Criteria for Effective Differentiation
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All tasks are focused on the same essential knowledge/outcomes,
understanding and skill
All tasks at a high level of thinking
All tasks equally engaging
Many Approaches Can Be Differentiated
Activities, labs, centers, journal prompts, homework, products,
tests/assessments, discussion questions . . .
Learner Profile Card
Date Completed
Modality Preference
Sternberg – Triarchic Theory
Student’s
Interests
F & P Levels/AFL/CAT 4 Levels
How to Complete the Learning
Profile Cards
► Teacher
leads the students using templates
provided as a visual aide
► Profile Card completed at the beginning of each
school year
► Limit each session to 20 to 30 minutes
► Teacher orally reads each question
► Students can independently write in two or three
interests in the center oval
► Teacher documents most recent F & P, AFL, &/or
CAT 4 Levels in the area(s) of reading and math
Storage and Sharing of Information
► Cards
should be stored in a safe and secure
place that will allow for teacher use while
being mindful of student privacy and
protection of information
The Modality Preferences Instrument
Follow the directions below to get a score that will indicate your own modality (sense) preference(s). Keep in mind that
sensory preferences are usually evident only during prolonged and complex learning tasks.
Identifying Sensory Preferences
Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you disagree
that the statement describes you most of the time.
1.
I Prefer reading a story rather than listening to someone tell it.
A
D
2.
I would rather watch television than listen to the radio.
A
D
3.
I remember faces better than names.
A
D
4.
I like classrooms with lots of posters and pictures around the room.
A
D
5.
The appearance of my handwriting is important to me.
A
D
6.
I think more often in pictures.
A
D
7.
I am distracted by visual disorder or movement.
A
D
8.
I have difficulty remembering directions that were told to me.
A
D
9.
I would rather watch athletic events than participate in them.
A
D
10.
I tend to organize my thoughts by writing them down.
A
D
11.
My facial expression is a good indicator of my emotions.
A
D
12.
I tend to remember names better than faces.
A
D
13.
I would enjoy taking part in dramatic events like plays.
A
D
14.
I tend to sub vocalize and think in sounds.
A
D
15.
I am easily distracted by sounds.
A
D
16.
I easily forget what I read unless I talk about it.
A
D
17.
I would rather listen to the radio than watch TV.
A
D
18.
My handwriting is not very good.
A
D
19.
When faced with a problem , I tend to talk it through.
A
D
20.
I express my emotions verbally.
A
D
21.
I would rather be in a group discussion then read about a topic.
A
D
22.
I prefer talking on the phone rather than writing a letter to someone.
A
D
23.
I would rather participate in athletic events than watch them.
A
D
24.
I prefer going to museums where I can touch the exhibits.
A
D
25.
My handwriting deteriorates when the space becomes smaller.
A
D
26.
My mental pictures are usually accompanied by movement.
A
D
27.
I like being outdoors and doing things like biking, camping, swimming, hiking etc.
A D
28.
I remember best what was done rather then what was seen or talked about.
A
D
29.
When faced with a problem, I often select the solution involving the greatest activity.
A
D
30.
I like to make models or other hand crafted items.
A
D
31.
I would rather do experiments rather then read about them.
A
D
32.
My body language is a good indicator of my emotions.
A
D
33.
I have difficulty remembering verbal directions if I have not done the activity before.
A
D
Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11
_____
This is your visual score
Total the number of “A” responses in items 12-22
_____
This is your auditory score
Total the number of “A” responses in items 23-33
_____
This is your tactile/kinesthetic score
If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex
learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
Sternberg’s Triarchic Theory of
Intelligence
► Robert
Sternberg, a Professor of Psychology
at Yale University, has developed a theory
that people possess three different types of
intelligence in varying amounts. His
research indicates that people learn best
when their dominant intelligence is
addressed (Sternberg, 1997).
Triarchic Theory
► Triarchic
teaching is a strategy that you can
use to differentiate according to Sternberg’s
theory of “successful intelligence”:
► Creative Intelligence
► Practical Intelligence
► Analytical Intelligence
Triarchic Theory of Intelligences
Mark each sentence T if you like to do the activity and F if you do not like to do the
activity.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Analyzing characters when I’m reading or listening to a story
Designing new things
Taking things apart and fixing them
Comparing and contrasting points of view
Coming up with ideas
Learning through hands-on activities
Criticizing my own and other kids’ work
Using my imagination
Putting into practice things I learned
Thinking clearly and analytically
Thinking of alternative solutions
Working with people in teams or groups
Solving logical problems
Noticing things others often ignore
Resolving conflicts
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
27.
28.
Evaluating my own and other’s points of view
Thinking in pictures and images
Advising friends on their problems
Explaining difficult ideas or problems to others
Supposing things were different
Convincing someone to do something
Making inferences and deriving conclusions
Drawing
Learning by interacting with others
Sorting and classifying
Inventing new words, games, approaches
Applying my knowledge
Using graphic organizers or images to organize
your thoughts
Composing
Adapting to new situations
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Transfer your answers from the survey to the key. The column with
the most True responses is your dominant intelligence.
Analytical
1. ___
4. ___
7. ___
10. ___
13. ___
16. ___
19. ___
22. ___
25. ___
28. ___
Creative
2. ___
5. ___
8. ___
11. ___
14. ___
17. ___
20. ___
23. ___
26. ___
29. ___
Total Number of True:
Analytical ____
Creative _____
Practical
3. ___
6. ___
9. ___
12. ___
15. ___
18. ___
21. ___
24. ___
27. ___
30. ___
Practical _____
Triarchic Teaching
► The
idea behind Triarchic teaching is that you
provide students with assignments centered
around the same learning goals, that are designed
for their intelligence strengths. This way, students
learn the material more efficiently and
successfully.
► Sternberg’s research shows that student
achievement rises when learning experiences take
into account dominant learning preferences.
Sternberg’s Three Intelligences
► We
all have some of each of these
intelligences, but are usually stronger in one
or two areas than in others.
► We should strive to develop as fully each of
these intelligences in students…, but also
recognize where students’ strengths lie and
teach through those intelligences as often
as possible, particularly when introducing
new ideas.
Analytical Thinker
►
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Likes to break things into parts, likes to know how things
work, enjoys facts as well as ideas, likes to argue,
attracted to logical thinking and logical ideas, likes to
“think” as opposed to “doing,” typically does well at school
tasks, enjoys solving problems, can focus for long periods
of time on a single task, may balk at “creative”
assignments, likes to find one right “answer,” may see
things as black and white.
Needs: assignments that require thought as opposed to
rote memorization, extended assignments that allow for
focused, long-term study, “problems” to figure out, time to
discuss ideas with others, support with how to present
ideas in a non-argumentative way, support with listening
to and accepting others’ ideas, opportunities to struggle
with open-ended questions that have no right/wrong
answer.
Analytical Thinkers May Like….
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Analyzing characters when I’m reading or listening to a story
Comparing and contrasting points of view
Criticizing my own and others’ work
Thinking clearly and analytically
Evaluating my and others’ points of view
Appealing to logic
Judging my others’ behavior
Explaining difficult problems to others
Solving Logical problems
Making inferences and deriving conclusions
Sorting and classifying
Thinking about things
Examples Across Curriculum
►
Analyze the development of the character of Heathcliff in Wuthering Heights.
►
Critique the design of the experiment (just gone over in class or in a reading)
showing that certain plants grew better in dim light than in bright sunlight.
►
Compare and contrast the respective natures of the American Revolution and
the French Revolution, pointing out ways both in which they were similar and
those in which they were different.
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Evaluate the validity of the following solution to a mathematical problem and
discuss weaknesses in the solution, if there are any.
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Assess the strategy used by the winning player in the tennis match you just
observed, stating what techniques she used in order to defeat her opponent.
Practical Thinkers
►
Likes to see the real world application of things, excellent at
implementing plans, a “doer,” highly effective in making things
“happen,” organized, less interested in ideas than in action likes to
move and do when learning, can be an excellent leader, may struggle
with creativity-for-creativity’s-sake assignments, may resist completing
assignments for which they see no real-world purpose, can work very
well in group situation, may not be traditionally “book smart.”
►
Needs: Hands-on activities, assignments that are connected to the real
world, opportunities to share ideas with practitioners and experts,
experiences with more creative, open-ended activities, support with
being patient with activities for which they see no immediate
application, opportunities to lead (even when they are not the highest
achievers, these students can be highly effective at leading groups and
delegating responsibilities).
Practical Thinkers May Like….
Taking things apart and fixing them
Learning through hands on activities
► Making and maintaining friends
► Understanding and respecting others
► Putting into practice things I learned
► Resolving conflicts
► Advising m friends on their problems
► Convincing someone to do something
► Learning by interacting with others
► Applying my knowledge
► Working and being with others
► Adapting to new situations
►
►
Examples Across the Curriculum:
Practical
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Apply the formula for computing compound interest to a problem people are
likely to face when planning for retirement.
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Use your knowledge of German to greet a new acquaintance in Berlin.
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Put into practice what you have learned from teamwork in football to making a
classroom team project succeed.
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Implement a business plan you have written in a simulated business
environment.
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Employ the formula for distance, rate, and time to compute a distance.
►
Render practical a proposed design for a new building that will not work in the
aesthetic context of the surrounding buildings, all of which are at least 100
years old.
Apply a lesson that a literary character learned to your life.
►
Creative Thinkers
►
Attracted to novelty, likes to produce knowledge or ideas
instead of consuming them, sees the world from a unique
perspective, often prefers working alone, doesn’t like to be
rushed toward completion of tasks, often works in “bursts,”
with long periods of incubation (which can look like
unproductiveness) followed by quick, highly productive
working periods, often has unique sense of humor.
►
Needs: support with setting deadlines and timelines, openended assignments with structure, assignments that allow
for creative thinking and novel products, support working
with other students, frequent outlets for creative thought,
support with turning “ideas” into “reality.”
Creative thinkers May Like…
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Designing new things
Coming up with ideas
Using my imagination
Playing make-believe and pretend games
Thinking of alternative solutions
Noticing things people usually tend to ignore
Thinking in pictures and images
Inventing (new recipes, words, games)
Supposing that things were different
Thinking about what would have happened if certain aspects of the
world were different
Composing (new songs, melodies)
Acting and role playing
Examples Across the Curriculum:
Creative
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Create an alternative ending to the short story you just read that represents a different
ay things might have gone for the main characters in the story.
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Discover the fundamental physical principle that underlies all of the following problems,
each of which differs from the others in the “surface structure” of the problem but not in
its “deep structure…”
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Imagine if the government of China keeps evolving over the course of the next 20 years
in much the same way it has been evolving. What do you believe the government of
China will be like in 20 years?
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Suppose that you were to design one additional instrument to be played in a symphony
orchestra for future compositions. What might that instrument be like, and why?
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Imagine what it feels like to be a parabola, and describe yourself and your life.
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Suppose Huck Finn had been named Helen Finn.
Tips for Teaching Triarchically
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Some of the time, teach analytically, helping students learn to analyze,
evaluate, compare and contrast, critique and judge.
Some of the time, teach practically, helping students learn to apply,
use, utilize, contextualize, implement, and put into practice.
Some of the time, teach creatively, helping student learn to create,
invent, imagine, discover, explore and suppose.
Much of the time, enable all students to capitalize on their strengths.
Most of the time, enable all students to correct or compensate for their
weaknesses.
Make sure your assessments match your teaching, calling upon
analytical, creative and practical as well as memory skills.
Value the diverse patterns of abilities in all students.
Biology –A Differentiated Lesson
Using Sternberg’s Intelligences
Learning Goals:
► Know-Names of cell parts, functions of cell parts
► Understand-A cell is a system with interrelated parts
► Do –Analyze the interrelationships of cell parts/functions
► Present understandings in a clear, useful, interesting and fresh
► way.
►
After whole class study of a cell, students choose one of the following
sense-making activities.
Analytical:
► Use a cause/effect chain or some other format you develop to show
how each part of a cell affects other parts as well as the whole. Use
labels, directional markers, and other symbols as appropriate to ensure
that someone who is pretty clueless about how a cell works will be
enlightened after they study your work
Practical:
► Look around you in your world or the broader
world for systems that could serve as
analogies for the cell. Select your best
analogy (“best” most clearly matched, most
explanatory or enlightening).
► Devise
a way to make the analogy clear and
visible to an audience of peers, ensuring that
they will develop clearer and richer insights
about how a cell works by sharing in your
work. Be sure to emphasize both the
individual functions of cell parts and the
interrelationships among the parts.
Creative:
► Use unlikely stuff to depict the structure and
function of the cell, with emphasis on
interrelationships among each of the parts.
You should select your materials carefully to
reveal something important about the cell.
► Tell
a story that helps us understand a cell as
a system with interdependent actors or
characters, a plot to carry out, a setting, and
even a potential conflict. Use your own
imagination and narrative preferences to help
us gain insights into this remarkable system.
Student Name:________________________________
Date Completed :_____________________
Visual ( )
Analytical ( )
Auditory ( )
Creative ( )
Kinesthetic ( )
Practical ( )
F & P Level (
AFL Level (
) CAT 4 Level (
)
)