Learning Styles Principles in this
presentation
What is your perceptual strength?
Aural – plenty of talk form me but remember aurals also like to talk so
themselves so opportunity for this in discussion from time to time.
Visual – OHP slides but make up own TM’s as this also a visual activity
and keeps you actively processing. Change the TM form e.g. attribute map
to a cause and effect map and again actively processing.
Tactual – Make up own notes as go.
Kinaesthetics - shoes off and feet feel carpet or even rub feet on carpet.
What is your second preference?
Must use for reinforcing – research data. To just use the one is
inefficient
Others use all the time and easy to also include your second preference
in this presentation.
Importance of analytic and global titles.
Get the Process Right!
Or
Don’t Get Your Nose Out of Joint!
Getting the right answers
or
A questionable practice!
Mary Budd Rowe’s Research
Two or
three
questions
per minute
Student
response
within .09
seconds
Teachers
asking
questions
Only one
second
before
moving on
Answered
own
questions
Mary Budd Rowe’s Research
Two or
three
questions
per minute
Student
response
within .09
seconds
Teachers
asking
questions
Only one
second
before
moving on
Answered
own
questions
Mary Budd Rowe’s Research
Wait Time – Minimum of 3 seconds
Between
announcing
and asking
a question
Asking and
calling on an
answer
Create
Wait
points
Calling on a
further
to encourage that student to continue his/her
response or
response
right of reply
or for other students to give a considered
response to the previous student and/or extend the
idea.
Calling on
someone
else to
respond
REFLECTION/RECODING - PMI
Plus
= The good things – WHY you like it
Minus
= The bad points – WHY you don’t like it
Interesting
= Neither good nor bad points but what
you find interesting about the idea.
TRIAD RESPONSE
Ask question
Call on y to
agree or
disagree:
paraphrase
then respond
Wait
Wait
Call on X to
answer
Call on z to
evaluate y’s
comments
paraphrase
respond
Evidence
required
Evidence
required
Allow x last
word
Teacher
summary ????
Wait
Wait
Wait
Wait
PARAPHRASE RULES
First give the main idea or big
picture precisely
Second add the most
important details that support
the main idea.
Charles Handy
“When I went to school, I did not learn anything much
which I now remember, except the hidden message,
that every major problem in life had already been
solved. The answers were in the teacher’s head or in
her textbook but not in mine ….. That hidden
message from my school, I eventually realized, was
not only crippling, it was wrong.”
Wait Time/Silence gives time to:
Reduce
impulsivity
Reflect or
metacog
Access
prior
knowledge
Respond
with
precision
and
accuracy
Striving for
accuracy
Thinking
interdependently
Listening with
understanding and
empathy
REFLECTION/RECODING - PMI
Plus
= The good things – WHY you like it
Minus
= The bad points – WHY you don’t like it
Interesting
= Neither good nor bad points but what
you find interesting about the idea.
P3
Pause
Paraphrase
Personalise
P3
Pause
Pause
Paraphrase
Paraphrase
Personalise
Personalise
Making Classrooms More Interrogative and
Less Imperative
Encourage students to
answer questions
sometimes without
using words.
Let students use
materials such as
colored pencils and
rulers to graph or
sketch their answers or
as a Thinking Map.
Mime
Call on students
randomly.
Use a technique such
as pulling Popsicle
sticks with students'
names on them from a
jar. Replace the stick
after every question
and answer to assure
randomness.
Record who answers or
takes part so equity
The teacher's job is
to manage and guide
what occurs prior to
and immediately
following each
period of silence so
that the processing
that needs to occur
is completed.
The teacher needs to
be unobtrusive
WAIT TIME PUTTING IT INTO EFFECT
Rule one – after I have asked the question no one raises their
hand until I call for the answer.
Rule two – before responding to the previous speaker
his/her comments are to be paraphrased.
Rule three – the teacher takes no part except at the end, briefly.
1. Question – “When would you use wait time in your classroom?”
2. Wait
3. Call on someone to answer/respond.
4. Wait time/pause
5.Start answer with PARAPHRASE
6. Wait
7. Call on some one to evaluate the previous speaker. PARAPHRASE
8. Original person right of reply. PARAPHRASE
9. Optional teacher comment/summary
WAIT TIME – THE RESEARCH
CLASSROOM CLIMATE
Discipline improves
Teachers and students
ask better questions
(requiring higher order
thinking skills)
Student academic
achievement
improves thus
expectancy rises for
all
BUT IT IS A LEARNED HABIT: A LEARNED
PROCESS. IT WONT JUST HAPPEN IT HAS
TO BE TAUGHT!
MORE DETAILED RESEARCH
Responses change from a single word to whole statements.
The inflection on the end of the response that says, “Am I right?”
disappears. Self-confidence increases.
Speculative thinking increases.
Guessing, “I don't know,” and inappropriate responses decrease.
Students “piggyback” on each other's ideas.
The interaction becomes a student-student discussion, moderated by
the teacher, instead of a teacher-student inquisition.
Students ask more questions.
Students propose more investigations.
Teachers ask fewer questions.
University of Pennsylvania researchers, Angela
L. Duckworth and Martin E.P. Seligman in the
Journal Psychological Science state that:
programs that build self-discipline may be
the royal road to building academic
achievement self-discipline and selfdenial could be a key to saving U.S.
schools.
These findings suggest a major reason for
students falling short of their intellectual
potential is their failure to exercise selfdiscipline.
STIRLING UNIVERSITY
Dr Gwyneth Doherty-Sneddon British Journal of Developmental
Psychology
"The mistake adults make is to interject too quickly,
they need to try and hold back," said Dr DohertySneddon. "If they avert their gaze, it's worth waiting
because they are probably trying to come up with
something.”
“What our research clearly shows was that
primary-school-aged children used gaze aversion
to help them concentrate on difficult material." She
added: "It is something to be encouraged rather
than discouraged."
ANDERSON’S NEW BLOOM HIGHER ORDER
THINKING SKILLS.
Better responses leading to efficacy when ask higher order
thinking questions.
CREATING – generating
new ways of viewing/doing
How can wait time be applied
to written work written work?
EVALUATING – justifying
alternative actions
Where might wait time be
useful in sports coaching?
ANALYSING – distinguishing
between combinations
Would you get different
results with a different year?
APPLYING - using in a
familiar combination
When would you use
wait time in class?
UNDERSTANDING –
explaining, justifying
Why do you wait rather
than taking the first hand up?
Name the researcher
associated with wait time?
KNOWLEDGE – remembering
DEVELOPS A MINI SYSTEM
Teacher asks
HL question
Student gives
HL response
Student in turn
asks HL ?
Teacher gives
HL response
The power of teacher modeling but raise it to the
consciousness level!
Our success as teachers in helping
students see themselves as competent in
the subjects we teach will affect the rest of
their lives
Carol Ann Tomlinson
“Waddya mean ‘not demonstrative enough’?.....only last week I said you were
right up there with my dog!”