Learner Differences Pt 1 Ability Grouping Learning Styles

Learner Differences, Pt. 1 Ability Grouping, Learning Styles. Gender Differences

Ability Grouping • Ability grouping is based, usually on testing, and usually on aptitude tests, IQ, and is usually not reevaluated once done. • Between class, Joplin plan, within class (most widely used). • Research ‘suggests’ moderate gains for Joplin Plan and within class. • What about the social factors? Who benefits the most? Who gets the best teachers?

Learning Styles • What styles are you? • What styles will your students have? • A preference (usually unconscious) for learning in a certain way.

Dichotomies • • • Reflective Field independent Analytical (bottom up) Left brained Convergent thinkers • • • Impulsive Field dependent Global (top down) Right brained Divergent thinkers

Gender differences • Are there really differences in how the genders think? • Boys – visual/spatial, math • Girls – memory, language, more anxious and trusting; less assertive, slightly lower self-esteem • How much is societal expectation? – Girls get fewer opportunities in science and math classes – Girls initiate teacher interactions less starting in middle school – Boys skip class more, have much more out of school jobs, don’t read for pleasure as much • How do you feel about single-gender classrooms?

Gender Bias • • Who was Noah’s wife? History teachers beware. S/he in texts. How you treat/respond to them – Communicate openly, be cognizant of it and try to eliminate it, give them non-stereotypical role models. • How they treat/respond to each other • BUGS – a local program to help girls and possibly influence career choice.

Group Work • Identify yourself on each of the learning style dichotomies; discuss with the group teaching strategies you believe others with similar learning styles would benefit. • Identify yourself as typical or atypical of the gender tendencies mentioned; discuss with the group teaching strategies you believe would address gender bias and expectation issues.