LearnerCentered Pedagogy Using Learners Learning Styles and Multiple

Learner-Centered Pedagogy Using Learners’ Learning Styles and Multiple Intelligences Marla C. Papango Philippine Normal University

d e r e t n e c r e n r a e L s i t a Wh ? y g o g Peda Teacher-Centered Learner-Centered Focus is on instructor Focus is on both students and instructor Focus is on language forms and structures (what the instructor knows about the language) Focus is on language use in typical situations (how students will use the language)

What is Learner-centered Pedagogy? Teacher-Centered Learner-Centered Instructor talks; students Instructor models; listen students interact with instructor and one another Students work alone Students work in pairs, in groups, or alone depending on the purpose of the activity

What is Learner-centered Pedagogy? Teacher Instructor monitors and corrects every student utterance Learner Centered Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise Instructor answers Students answer each students’ questions about other’s questions, using language instructor as an information resource

What is Learner-centered Pedagogy? Teacher Learner Centered Instructor chooses topics Students have some choice of topics Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates Classroom is quiet Classroom is often noisy and busy

Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) 1. Learner-centered teaching engages students in the hard, messy work of learning. 2. Learner-centered teaching includes explicit skill instruction.

Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) 3. Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it. 4. Learner-centered teaching motivates students by giving them some control over learning processes.

Learner-Centered Teaching: Five Key Changes to Practice (Weimer, 2002) 5. Learnercentered teaching encourages collaboration.

Know yourself… Then, get to know your students.

WHO AM I… n Learning styles n Multiple intelligences n Right/left brain

What Kind of Learner Are You? CONSIDER the Learning Styles Chart in Activity 1.

Who is VISUAL?

Who is AURAL?

Who is TACTILE/ KINESTHETIC?

VARK Questionnaire Neil D. Fleming, Christchurch, New Zealand. q q Visual Auditory Read/Write Kinesthetic

ACTIVITY 2 VARK QUESTIONNAIRE Read questions 1 -16 and circle the letter of your answer. You may circle more than one letter. Leave blank any question that does not apply to you.

Calculating Your VARK SCORES

Learning Styles and Strategies Felder and Soloman, 2002 CATEGORIES 1. Active Reflective 2. Sensing Intuitive 3. Visual Verbal 4. Sequential Global

MULTIPLE INTELLIGENCES Gardner, 1983 If we all had exactly the same kind of mind and there was only one kind of intelligence, then we could teach everybody the same thing in the same way and assess them in the same way and that would be fair. .

Principles of Multiple Intelligences q All human beings possess all nine intelligences in varying degrees. q Each individual has a different intelligence profile. q Education can be improved by assessment of students' intelligence profiles and designing activities accordingly.

Principles of Multiple Intelligences q Each intelligence occupies a different area of the brain. q The nine intelligences may operate in consort or independently from one another. q These nine intelligences may define the human species.

Principles of Multiple Intelligences q Individuals should be encouraged to use their preferred intelligences in learning. q Instructional activities should appeal to different forms of intelligence. q Assessment of learning should measure multiple forms of intelligence.

What is your DOMINANT intelligence? Work on Activity 3.

Multiple Intelligence Test Scoring Guide A Linguistic 7 ___ 8 ___ 14___ B C Logical- Musical Mathematical 4 ___ 2 ___ 5 ___ 3 ___ 12 ___ 10 ___ 18 ___ 16 ___ 20 ___ 25 ___ 21 ___ 23 ___ Totals: ____

Multiple Intelligence Test Scoring Guide D Spatial E F Bodily. Intra- Kinesthetic personal G Inter- personal 1 ___ 6 ___ 27 ___ 9 ___ 13 ___ 28 ___ 29 ___ 11___ 15 ___ 30 ___ 19___ 17 ___ 22___ 24 ___ Totals: ____

Brain-based Theory LEFT BRAIN Logical Sequential Rational Analytical Objective Looks at parts RIGHT BRAIN Random Intuitive Holistic Synthesizing Subjective Looks at wholes

Brain Research confirms what experienced teachers have always known: • No two children are alike. • No two children learn in the same identical way. • An enriched environment for one student is not necessarily enriched for another. • In the classroom, children should be taught to think for themselves.

WHY? Let’s take a look at how we learn… Like a dog sniffing, the brain scans new information…

The Reticular Activating System (RAS) in the brain is like a toggle switch with three positions.

When the switch is HIGHBrain activity goes from the cortex to the limbic area. § We can’t think. § There is high affective filter. § We are either in the fight or flight mode. § We cannot control our own thinking.

When the switch is LOWBrain waves are in the sleep position. § We are in very relaxed state. § The brain is “off-duty”

Graphing ME…

Do you have the same intelligences? What do you notice?

Truly, one size does not fit all! The story of the Left-brained Teacher and her right-brained class.

Truly, one size does not fit all! In groups of 5, work on Activity 4.

What are the implications of all these learning styles? ü Reconsider classroom strategies. ü Target students’ learning styles. ü Attempt at variety of stimuli, activities and tasks. ü Monitor students’ learning formatively.

“Tell me and I will forget; show me and I may remember; involve me and I will understand. ” - Ancient Chinese Proverb

Thank you very much!