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:
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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
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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.
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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
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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
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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
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