ETP110 Teaching and Learning 1: 4_Completing your LMP LMQ3 Before you can begin thinking about they ways you’ll help the students achieve their Learning Goals by choosing good resources (LMQ4/6) and activities (LMQ5/6) you’ll need to work out the ways your students best learn, (LMQ3). 1. What broad conclusions can you draw about the ways the class AS A WHOLE learn best, and the things that slow down or obstruct their learning? 2. Now start thinking in terms of individual students: Identified learning need (literacy skills, attention span, poor hearing etc) Preferred learning styles (discussion, using concrete materials etc) Preferred learning environments/modes (small group work/individual work) Personal likes/dislikes/interests (footy, music) Personality traits that impact on learning (low confidence/ competitive etc) Experiences that have impacted, positively or negatively Gardner’s learning styles could be helpful here . . . Visual-Spatial – These learners think in terms of physical space, as do architects and sailors - very aware of their environments. They like to draw, do jigsaw puzzles, read maps and daydream. They can be taught through drawings, verbal and physical imagery. Tools for learning include models, graphics, charts, photographs, drawings, 3-D modelling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic – They use the body effectively, like a dancer or a surgeon. They have a keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and can be taught through physical activity, hands-on learning, acting out and role playing. Tools include equipment and real objects. Musical – These show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically and tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal – They enjoy understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars and dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal – Involves understanding one's own interests and goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic – These use words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical – They enjoy reasoning and calculating. These learners think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles and ask cosmic questions. They can be taught through logic games, investigations and mysteries. They need to learn and form concepts before they can deal with details. http://sessional.lnt.unsw.edu.au/content/how-are-they-learning/gardners-multiple-intelligences 1 ETP110 Teaching and Learning 1: 4_Completing your LMP Consider creating a chart that outlines each student . . . Name Identified learning need Leisure interests Preferred learning style Preferred assessment mode Small group work or shared projects Individual/one-oneone Sandi Literacy skills Music, sport discussion Cindy Attention to detail Fashion, hair Using concrete materials, visual Other factors Recently arrived Anger issues Consider creating a chart that groups together students in terms of significant shared learning preferences Types of learning preference Leisure interests Preferred learning style Preferred assessment mode Personality traits Put names of students in boxes below Sport Music Computers Concrete materials Visual/creative Written/oral tests Individual creative project Individual written work Competitive Social Quiet From your answers to the above, you can select activities and resources that will enhance the learning of your students. 2 ETP110 Teaching and Learning 1: 4_Completing your LMP Learning Management Questions 4, 5: The Learning Journey LMQ4: Resources Considering the physical, financial and technological learning resources What do I have/what will I use? Budget/resource allocations available Learning objects/technology resources (hardware and software) Community agencies available to assist Other stakeholders (parents/caregivers etc) Classroom environments, facilities etc Equipment/consumables/textual resources LMQ5: Learning Journey Planning to Achieve the Learning Outcomes 1. To organise the learning into ‘bits’, ask yourself the following questions What would I teach first? What do my learners have to know first? What logically follows? What would I teach next, and so forth so as to achieve the elements outlined in LMQ2? From this you can divide the learning into lessons . . . in which you can chose activities 2. Then ask yourself What activities would be the best way to teach this? (Look at DoL) What range of activities do I want to cover over the whole learning journey to cater for all learners? Do I vary the type of activity, so students are engaged by variety of learning experiences? From this you can select the key activity in each lesson through which students will learn 3