TIRP III—Summer TIRP III—Summer Semester 2013Semester 2013

Class 1Delivering Effective Instruction

Barbara A. Toney

Bloom’s TaxonomyBloom’s TaxonomyKnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Review of BloomReview of BloomBenjamin Bloom

◦1913-1999◦Professor and Psychologist◦University of Chicago◦Did most of his work in the middle of

the last century◦1948-53, he and colleagues

developed Bloom’s taxonomy

Bloom’s WorkBloom’s WorkBloom’s research concluded that:

◦Teachers used questions from the knowledge category 80-90% of the time

◦Knowledge questions are not bad, but using them all of the time is bad

◦Teachers should try to use higher order level of questioning to encourage higher order level of thinking skills

◦These questions require “more brain power” and a more elaborate and extensive answer

KnowledgeKnowledgeRecall of dataMemorization, listing, defining,

namingCan be a foundation for much

learningProvides a basis for higher levels

of thinking but is rote in nature

From GoldilocksFrom GoldilocksWho was Goldilocks?Where did she live? With whom?What did her mother tell her not

to do?

All Goldilocks examples are from the website “Teacher’s Corner”

ComprehensionComprehensionAbility to grasp ideasExplain or restate ideasTranslateInterpret

GoldilocksGoldilocksThis story was about_________?

(Topic)The story tells us _________?

(Main Idea)What did goldilocks look like?What kind of girl was she?

ApplicationApplicationUsing the material in new

situationsUsing information, ideas, and

skills to solve problemsSelecting information and

applying it appropriately

GoldilocksGoldilocksHow were the bears like real

people?Draw a picture of what the bear’s

house, the path in the forest, etc.

Why did goldilocks go into the house?

AnalysisAnalysisSuggests separating items or

material into component partsSeparating ideas and information

into component partsThen showing relationships

between parts

GoldilocksGoldilocksHow did each bear react to what

Goldilocks did?How would you react?Compare Goldilocks to one of

your friends

SynthesisSynthesisPutting together separate ideas

into new wholesPutting separate ideas into new

and unique formThis is where innovation takes

place

GoldilocksGoldilocksDo you know any other stories

about boys or girls who escaped from danger?

List the events of the story in sequence

Draw a cartoon story about bears. Do they act like humans?

EvaluationEvaluationAbility to judge the worth of

material against stated criteriaInvolves reviewing and asserting

evidence. Facts, and ideas, then making appropriate statements and judgements

The highest level in this arrangement

GoldilocksGoldilocksWhy were the bears angry with

Goldilocks?Would you have gone into the

bear’s house? Why or why not?Why would a grown up write a

story like this for children:What do you think she learned by

going into that house?

Which of these 4 cities do Which of these 4 cities do you think is the highest risk you think is the highest risk for a terrorist attack? Explain for a terrorist attack? Explain your reasoning.your reasoning.

New York CitySan FranciscoColorado SpringsWashington, DC

Getting attention, The Getting attention, The hookhookWhat background information do

you have to have before you can answer this question?

Next step: “OK, you’ve justified your answers with the knowledge you currently possess. Let’s do some research to find out if your arguments hold up.”

Which of these 3 cities do Which of these 3 cities do you think is most in danger you think is most in danger of a forest fire?of a forest fire?PuebloAspenColorado Springs

Acquiring New KnowledgeAcquiring New KnowledgeThe only way to work in

background knowledge into the classroom is to change how we allocate time.

If 100% of time is spent on the current unit there’s no time to create background info.

Acquiring New KnowledgeAcquiring New KnowledgeOne solution is 10%-80%-10%10% priming for upcoming units80% on current learning10% revising and bringing up

prior learningTie this in with 10-24-7

WIIFMWIIFMWhat will I learn or be able to do by end of lesson?

Why do I need to learn this concept or skill? How will it help me now and future?

What do I already know about this? How have I experienced it before? How does this connect with what I already know?

Examples of pre-exposureExamples of pre-exposureSummer reading listCourse overviewPosters with upcoming

informationAdvance OrganizersAn experience of their own

Priming and Activating Prior Priming and Activating Prior KnowledgeKnowledgeBuild background knowledge in

small chunks so so how they fit into bigger picture.

This is part of 10%

The Amazing

The Amazing

Adventures of

Adventures of

Teddy and Big Bill

Teddy and Big Bill

The Amazing The Amazing Adventures of Adventures of Teddy and Big Teddy and Big BillBill

Taft vs. TR: What Do You Think?

1.Which one would you rather have as your president? Why?

2.Which man seems to have a greater interest in social programs, such as helping poor people?

1.Which man is more trustworthy?

Learning StylesLearning StylesThere are at least fifty major

theories regarding learning styles.How many learning styles are there?What we know for sure is that

students learn in different ways, teachers teach in different ways and there are often mismatched students and teachers.

For our purposes we are going to discuss three: Visual, Auditory, and Kinesthetic

Examples of Learning Examples of Learning TheoriesTheories Multiple Intelligences Behaviorism Piaget’s Developmental Theory Neuroscience Brain-based Learning Learning Styles Right Brain, Left Brain Thinking Communities of Practice Control Theory Constructivism Social Cognition Observational Learning

The Visual LearnerThe Visual LearnerVisual Verbal Learning style

◦Best when information is presented visually and in a written language format

◦Benefits from an instructor who uses a chalkboard, overhead, PowerPoint, provides handouts, outlines

◦Tends to like to study by him/herself in a quiet room

◦Tend to use textbooks◦Often see information “in your mind’s

eye” when you are trying to remember something

◦Takes notes in class◦Likes to “watch” the class

The Visual LearnerThe Visual LearnerTeaching the Visual/Verbal Learner

◦Make use of “color coding”. Use highlighters and different colors to categorize written information

◦When teaching information presented in diagrams or illustrations, write out explanations for the information

◦When teaching mathematical or technical information, write out in sentences and key phrases the presented information. When a problem involves a sequence of steps, write them out in detail

◦Use printouts or outlines for review

The Visual LearnerThe Visual LearnerThe Visual Non-verbal Learner

◦Learns best when information is presented in a picture or design format

◦Benefits from instructors who use visual aids such as film, video, maps, and charts

◦Benefits from pictures and diagrams in books

◦Tends to like to work in a quiet room and may not like to work in study groups

◦When remembering something, can often visualize a picture of it in the mind

◦May have an artistic side that enjoys activities having to do with visual art and design

The Visual LearnerThe Visual LearnerTeaching the Visual Non-verbal Learner

◦When teaching mathematical or technical information, make charts to organize the information. When a math problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence

◦As much as possible, translate words and ideas into symbols, pictures, and diagrams

◦Color—highlighters, color code information, flashcards (with color)

◦Limit the amount of information per card so that the learner can “picture” the information in the mind

The Kinesthetic LearnerThe Kinesthetic LearnerThe Kinesthetic or Tactile Learner

◦Learns best when physically engaged in a “hands on” activity.

◦Benefits from lab situations where materials can be manipulated to learn new information

◦Benefit from instructors who encourage in-class demonstrations

◦Benefits from field work outside of classroom

◦Move from station to station◦Likes to assist in creating charts and

diagrams on large paper

The Kinesthetic LearnerThe Kinesthetic Learner Teaching the Kinesthetic-Tactile Learner

◦ Sit near the front of the room and take notes throughout the class period

◦ When studying, likes to walk back and forth with textbook , notes, or flashcards in hand and read the information out loud

◦ Provide something to hold or touch, a model, a lab experience

◦ Field trips◦ To learn a sequence of steps, such as a math

sequence, have steps on 3x5 cards and have student arrange them in sequence on a table top

◦ Practice putting the cards in order until it becomes automatic

◦ Use graphic organizers, tables and charts

The Auditory LearnerThe Auditory LearnerThe Auditory/Verbal Learner

◦Learns best when information is presented in oral language format

◦Benefits from listening to lecture◦Benefits from participating in group

discussions◦Audio tapes◦When trying to remember something

“can often hear the way the teacher said something”

◦Learns well when interacting with others in a listening/speaking exchange

The Auditory LearnerThe Auditory LearnerTeaching the Auditory/Verbal

Learner◦Study groups or a study buddy◦When studying by him/herself often

talks out loud to aid recall◦Read notes or text outloud◦Likes to tape lectures for replay◦Group activities that involve

discussion of ideas◦Oral question and answer session

Multiple IntelligencesMultiple IntelligencesTheory developed by Dr. Howard

Gardner, professor of education at Harvard University in 1983.

It suggests the traditional notion of intelligence, based on IQ testing is too limited.

He proposes eight different intelligences to account for a broader range of human potential.

Multiple IntelligencesMultiple IntelligencesLinguistic (word smart)Logical-Mathematical (number-

reasoning smart)Spatial (picture smart)Bodily-Kinesthetic (body smart)Musical (music smart)Interpersonal (people smart)Intrapersonal (self smart)Naturalist (nature smart)

Multiple IntelligencesMultiple IntelligencesDr. Gardner says our schools and

culture focus mostly on linguistic and logical mathematical intelligence. We esteem the highly articulate or logical people of our culture.

He says we should also value the artist, the architect, musician, naturalist, designer, dancer, therapist, entrepreneurs, and others who enrich the world in which we live.

Many children are gifted in these other areas.

Multiple IntelligencesMultiple Intelligences Many gifted children do not receive

reinforcement or encouragement to develop those gifts.

Many gifted children end up labeled as under achievers, learning disabled, etc. when their unique ways of thinking and learning are not addressed in a heavily linguistic or mathematical classroom.

The theory of Multiple Intelligences proposes that teachers be trained to present lessons in a wide variety of ways including music, cooperative learning, art activities, role play, inner reflection, and multimedia.

Multiple IntelligencesMultiple IntelligencesThe good news is that more and more

schools and teachers are redesigning the way children are being taught.

The bad news is that there are many who still use the same limiting worksheets, lectures and textbooks.

Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences.

Bodily-Kinesthetic Bodily-Kinesthetic IntelligenceIntelligenceEntails the potential of using one’s

whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Gardner sees mental and physical activity as related.

Physical exercise, Mime, Sports, Creative Dance, Role Play, Physical Gestures, Drama, Martial Arts,

Linguistic IntelligenceLinguistic IntelligenceInvolves sensitivity to spoken and

written language, the ability to learn languages, and the capacity to use language to accomplish goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.

Reading, vocabulary, formal speech, journal, creative writing, poetry, verbal debate, story telling, impromptu speaking.

Interpersonal IntelligenceInterpersonal IntelligenceConcerned with the capacity to

understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, leaders, and counselors need a well developed interpersonal intelligence.

Giving feedback, cooperative learning, collaborative skills, receiving feedback, group projects

Intrapersonal IntelligenceIntrapersonal IntelligenceEntails the capacity to understand

oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Silent reflection, emotional processing, focusing and concentration skills, higher order reasoning, complex guided imagery

Musical/Rhythmic Musical/Rhythmic IntelligenceIntelligenceInvolves skill in the performance,

composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Rhythmic patterns, vocal sounds and tones, music composition, percussion vibrations, singing, music performance

Visual/Spatial IntelligenceVisual/Spatial IntelligenceInvolves the potential to recognize

and use the patterns of wide space and more confined areas. It is the ability to create visual representations and understand information from visual and mental pictures.

Active imagination, drawing, painting, designing, pretending, sculpting, pictures, color schemes, visual patterns

Naturalist IntelligenceNaturalist IntelligenceThe ability to understand the

patterns of the natural world. This intelligence was added to the theory in 1997. This intelligence has to do with the ability to relate to animals, grow plants, and have a sensitivity to their place in the environment.

Collecting and analyzing, outdoor educational activities, recognizing and classifying, kinesthetic activity

Logical-Mathematical Logical-Mathematical IntelligenceIntelligenceConsists of the capacity to analyze

problems logically, carry out mathematical operations, and investigate issues scientifically. In Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically.

Abstract symbols, number sequences, calculation, deciphering codes, problem solving, pattern games, forcing relationships

Multiple IntelligencesMultiple IntelligencesWe are not one type of intelligence

but a blend of all of the intelligences in unique combinations. We have strengths in certain areas and weaknesses in others. Our students are also a blend of these intelligences and we try to design our lessons to accommodate the learning styles of all or our students.