Chapter 2: Understanding 21st

Century LearnersBy: Valerie Peacock and Calli

MoniodisEDUC 447Fall 2013

Characteristics of 21st Century Learners

Multiple Intelligences

Perceptual Preferences and Strengths

Information Processing Habits

Physiological Factors

Learning Style Measurements

Multiple IntelligenceWho designed the concept of Multiple

Intelligence?

Howard Gardner

What are the Multiple Intelligences?Verbal/Linguistic language

Logical/Mathematical scientific/quantitative

Visual/Spatial imagining objects in space/navigating

Musical/Rhythmic listening/movement

Bodily/Kinesthetic dancing/athletics

Multiple Intelligences, cont.Interpersonal understanding other

people

Intrapersonal understanding oneself

Naturalist relating to one’s surroundings

Existentialist ability to reflect

Multiple Intelligences and Technology/MediaEffective teachers need to teach to

different types of intelligences. This can be done by using technology to make graphics (visual/spatial) and writing/typing activities (verbal/linguistic), playing videos/songs (musical/rhythmic), and more.

Can you think of an example of how you would use technology/media to teach an intelligence?

Perceptual Preferences and Strengths

The way a child likes to learn is not always the same as the way he/she is used to learning.

An example of this is that most children do not prefer to learn through listening, but this is one of the most common teaching techniques.

Information Processing Habits

What are they?

learning habits and styles that teachers use to group students

based on concrete versus abstract learning, and random versus sequential learning

Possible Combinations of Information Processing1) Concrete & Sequential: prefer direct,

hands-on learning experiences that are presented in a logical order; use workbooks, computer-based instruction, demonstrations, and structured lab exercises

2) Concrete & Random: prefer trial and error approach; use games, simulations, independent study projects, and discovery learning

Combinations of Information Processing, cont. 3) Abstract & Sequential: prefer to decode

verbal and symbolic messages presented in logical order; have students read and listen to presentations

4) Abstract & Random: identified by capacity to extract meaning from human-mediated presentations; respond well to tone and style of speakers; use group discussions, lectures with question/answer sessions, and mediated experiences such as interactive dvds

Physiological Factors

Gender

There are other factors besides learning styles to consider when teaching:

Health

EnvironmentMental Conditions

example: boys tend to be more competitive and aggressive than girls, and therefore learn better with competitive games while girls prefer student engagement activities like sharing and discussions

If basic needs- hunger, temperature, noise lighting, etc.- are not met, children cannot successfully learn (Maslow’s Hierarchy of Needs)

Maslow’s Hierarchy of Needs

Learning Style Measurements

Dunn & Dunn created a guide for discovering an individual student’s preferences and learning styles

This chart can be used to come up with general adaptations for different types of learners

Learning Theories

Cognitivism

Behaviorism

Constructivism

Social Pyschology

Behaviorist Perspective❖B.F. Skinner❖ reinforcement and rewards shape

behavior❖ foundation for computer-assisted

instruction ❖based solely on observable

behaviors❖more applicable to simple learning

tasks❖ limited relevance to higher-level

learning

Cognitive Perspective❖ Jean Piaget❖explores mental processes

individuals use in responding to environment

❖cognitivists create mental model of long term and short term memory

❖ learners combine information and skills in long term memory to develop cognitive strategies for dealing with complex tasks

Constructivist Perspective❖considers the engagement of

students in meaningful experiences❖ learners create their own

interpretations of the world of information

❖provide students with ways to assemble knowledge

❖ students are engaged in authentic tasks that relate to meaningful contexts “learning by doing”

Social Psychology Perspective

❖how social organization of classroom affects learning

❖group structure (independent, small)

❖cooperative learning❖ techniques of incorporating small-

group collaboration, learner-controlled instruction, and rewards based on group achievement into instruction

Information and Instruction

Information is...knowledge, facts, news, comments,

and content.

Instruction is…any intentional effort to stimulate

learning by the deliberate arrangement of experiences.

Effective InstructionPrinciples:❖Assess prior knowledge

gather information about knowledge❖Consider individual differences

multiple learning needs of students❖State objectives

standards/outcomes: what we will learn

❖Develop metacognitive skillsmonitoring, evaluating, and adjusting

Effective InstructionPrinciples:❖Provide social interaction

collaborating with classmates❖ Incorporate realistic contexts

applying knowledge to real-world context❖Engage students in relevant practice

skills that build toward the desired outcome

❖Offer frequent, timely, and constructive feedbackmisconceptions and improving strategies

Effective Technology Utilization

Teachers expected to be effective in use of technology

National Education Technology Standards for Students (NETS-S)

Technology Literacy Skills:Creativity and Innovation Digital

CitizenshipCommunication/Collaboration Technology

OperationsCritical Thinking, Problem and

ConceptsSolving, and Decision Making

Effective Media UtilizationMedia literacy skills are needed to

access sources, understand and analyze the content, and create new media messages

Examples: text, television, and video

Provide opportunities for students to explore how to use media resources to communicate knowledge

Effective Text UtilizationText Literacy: the ability to use text as a means to gather

information or to communicate

-reading:gather information from text-writing: generating text

Advantages:Availability Portability

EconomicalFlexibility User friendly

Effective Text UtilizationLimitations:Reading level Vocabulary

Memorization Curriculum determination

One-way presentation Cursory appraisal

Integration: Presenting InformationFont choice

ArrangementBackground and patterns Check and

revise

Terms to Know❖ Multiple Intelligences and what they mean (visual/spatial,

logical/mathematical, visual/spatial, musical/rhythmic, bodily/kinesthetic, interpersonal, intrapersonal, naturalist, existentialist)

❖ Information Processing habits: mind styles that are used to group learners (abstract versus concrete and random versus sequential)

❖ Physiological Factors: gender, health, mental condition, environment

❖ Dunn & Dunn learning style measurement❖ Behaviorism: B.F. Skinner; learning is based on rewards and

reinforcement; not very applicable to high-level learning❖ Cognitivist Perspective: Jean Piaget; focuses on mental

processes used and converting information from short-term to long-term memory

❖ Constructivist Perspective: engaging students in meaningful experiences; learners create own interpretations of information; authentic tasks

❖ Social Psychology Perspective: how organization of classroom affects learning; group structure; collaboration techniques

❖ Information versus Instruction❖ Principles for effective instruction