Are You Reaching
Your Students?
Using Learning Styles to Reach Your
Students
Tonya, Todd, Ashley, Cheri, Melisa
What is a Learning Style?
• Learning styles are simply different
approaches or ways of learning.
• In this presentation we will address the
different ways that students learn, and give
you an idea of how to incorporate these
learning styles into your lessons.
3 Learning Styles
• Kinesthetic or Tactile Learners are
learners who learn by doing.
• Auditory Learners are learners who learn
by hearing.
• Visual Learners are learners who learn by
seeing.
• (See Teaching Strategies Powerpoint)
ASSESSMENT
• In order to learn what
learning style your
student is you can
give them an
inventory that will help
you name their
strengths.
Source:
http://people.usd.edu/~bwjames/t
ut/learning-style/stylest.html
ASSESSMENT
• A Learning Styles Assessment will be given at this time.
• For these questions, choose the first answer that comes
to mind. Don't spend too much time thinking about any
one question.
Source: Biology Junction
http://www.biologyjunction.com/#just for teacher
Multiple Intelligence- Linguistic
• Linguistic Intelligence: the ability to produce and use
language
• Mastery: Uses language to describe events. Jobs:
journalist, technical writer, administrator
• Understanding: Uses logical arguments and rhetoric.
Jobs: lawyer, professor, philosopher
• Self-Expressive: Uses metaphoric and expressive
language. Jobs: playwright, poet, ad writer, novelist
• Interpersonal: Uses language to build trust and rapport.
Jobs: salesperson, counselor, member of the clergy
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Multiple Intelligence-Logical Mathmatical
• Logical-Mathematical Intelligence: Ability to solve
problems and think scientifically
• Mastery: Uses numbers to compute and document.
Jobs: accountant, bookkeeper, statistician
• Understanding: Uses mathematical concepts for
conjectures, proofs, and other applications. Jobs:
computer programmer, scientist, logician
• Self-Expressive: Sensitive to the patterns, symmetry,
logic, and aesthetics of mathematics. Solves problems in
design and modeling. Jobs: composer, engineer,
inventor, designer
• Interpersonal: Uses mathematics in everyday life. Jobs:
tradesperson, homemaker
Multiple Intelligence- Bodily
• Bodily-Kinesthetic Intelligence: Ability to use parts or the
whole body to solve problems, to construct products or
displays
• Mastery: Uses the body and tools to act, construct or repair
effectively. Jobs: mechanic, trainer, craftsperson
• Understanding: Develops strategic plans and critiques the
actions of the body. Jobs: physical educator, sports analyst,
professional athlete, theater or dance critic
• Self-Expressive: Appreciates and uses the aesthetics of the
body to create new forms of expression. Jobs: sculptor,
choreographer, actor, dancer, puppeteer
• Interpersonal: Uses the body to build rapport, console,
persuade and support others. Jobs: coach, counselor,
salesperson, trainer
Multiple Intelligence-Spacial
• Spacial Intelligence: Uses visual and spatial
configurations
• Mastery: Views the visual-spacial world accurately.
Jobs: artist, guide, photographer
• Understanding: Interprets and graphically represents
visual or spacial ideas. Jobs: architect, icongrapher,
computer graphics designer, art critic
• Self-Expressive: Uses visual and spacial ideas
creatively. Jobs: artist, inventor, model builder,
cinematographer
• Interpersonal: Uses color, space, line, form and space
to meet the needs of others. Jobs: illustrator, artist,
guide, photographer
Multiple Intelligence- Musical
• Musical Intelligence: Uses skills involving music
• Mastery: Understands and develops musical technique.
Jobs: technician, music teacher, instrument maker
• Understanding: Interprets musical forms and ideas.
Jobs: music critic, aficionado, music collector
• Self-Expressive: Creates expressive and imaginative
performances and compositions. Jobs: composer,
conductor, individual/small group performer
• Interpersonal: Works with others and uses music to
serve others. Jobs: choral, band, and orchestral
performer or conductor
Multiple Intelligence- Interpersonal
• Interpersonal Intelligence: Interacts with others,
sensitive to their moods, temperament, motivations, and
intentions
• Mastery: Effective communicator and organizer of
people. Jobs: consultant, politician, evangelist
• Understanding: Interprets differences in interpersonal
clues. Jobs: sociologist, psychologist, psychotherapist
• Self-expressive: Creates imaginative and expressive
performances and compositions. Jobs: composer,
individual or small-group performer
• Interpersonal: Works with others to use music to meet
the needs of others. Jobs: coach, counselor,
salesperson, or trainer
Multiple Intelligence- Intrapersonal
• Intrapersonal Intelligence: Understands one's own
feelings and emotions
• Mastery: Accesses and uses one's own weaknesses,
strengths, talents, and interests to set goals. Jobs:
planner, small business owner
• Understanding: Develops concepts and theories based
on self-examination. Jobs: psychologist
• Self-expressive: Creates and expresses a personal
vision based on inner moods, intuitions, and
temperament. Jobs: artist, religious leader, writer
• Interpersonal: Uses understanding of self to serve
others. Jobs: counselor, social worker
Interest Inventory
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Principles of Creating Student Interest
Thinking is interesting.
Interest is contagious.
Interest is strengthened by a sense of progress.
Interest is sustained by a state of suspense.
Goals become interest centers.
The novel and unexpected are interesting.
Humor creates interest.
Assessment- Interest Inventory
• Interest Inventories will be given out at this time.
• First day interest inventory to help you get to know your
students.
http://www.saskschools.ca/curr_content/adapthandbook/l
earner/interest.html
How to maintain student interest
• Techniques for Creating and Maintaining Interest
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Arouse a feeling of need.
Use illustrations and personal experiences.
Use multiple sensory teaching and learning aids.
Use a variety of teaching techniques.
Base teaching on thinking.
Create doubt and suspense.
Build genuine interests in your students.
Create a "felt need" for learning.
Be enthusiastic.
Use "real world" examples and situations.
Expect quality from your students.
Be professional.