# Group Work – Skill 1: (Date) Listening Attentively

Good group work starts with good listening. It important for not only you but for other groups to listen carefully to each other in order to understand each other’s needs and to address the task(s) at hand most effectively. How to listen attentively-

1. Make eye contact 2. Concentrate on the person talking and

stop doing other things 3. Try to understand how the speaker

feels 4. Wait to speak until the speaker has

finished

# Group Work – Skill 2: (Date) Recognizing Learning Style Differences Even good listeners will not always work well together in every group. Why is this? There are a number of other factors. But one possible big cause could be a difference in their learning styles. Example – Partner A and B have to make a diagram. Partner A is having great fun and tries very hard. However, Partner B seems so bored and inattentive. He keeps telling jokes. He gets water 3 times in 10 minutes. What is going on? Partner A and B most likely learn differently. They need to recognize their learning style differences and make changes to succeed better.

Possible Strategies-

1. Be aware of your own learning styles- ex. verbal, auditorial, visual, kinaesthetic…etc. * see handout

2. Listen attentively to recognize your partner’s learning styles

3. Show your understanding of your

differences

4. Try your partner’s style – you might grow as a learner!

5. Compromise by finding a new way to complete the task together

6. Compromise by finding separate supporting ways to complete the task

Types of Learning Styles- Identifying your learning style and your partner’s learning style is another important skill for good group work. The following styles are some of the most common kinds. * Also note, people may have more than one style and in different situations.

1. Verbal Learners- they like learning by talking

2. Auditorial Learners- they learn best by listening

3. Visual Learners- they learn best by seeing pictures

4. Kinaesthetic Learners- they learn best by motion

5. Tactile Leaners- they learn best by touching things

6. Global Learners- they learn best by knowing the “big picture” first

7. Sequential Learners- they like putting pieces of learning together in order

8. Active Learners- they learn best by doing first and thinking while doing 9. Reflective Learners- they learn best by thinking quietly first and doing later

10. Sensing Learners- they like being told facts by others

11. Intuitive Learners- they like discovering things on their own to learn

12. Individual Learners- they learn best alone.

13. Group Learners- they learn best with one other person or more

Understanding Your Learning Style

Questionnaire

Instructions-

1. Answer all questions by putting a check in the appropriate opinion box. 2. Record your points for each learning style box. 3. Calculate your score for each learning style box 4. Observe the score meaning box to determine your learning styles

Part 1 – Answer all questions by putting a check in the appropriate opinion box.

SA Strongly

agree

A Agree

U Undecided

D Disagree

SD Strongly

Disagree

X

Item SA A U D SD

1. When the teacher tells me the instructions I understand better.

2. I prefer to learn by doing something in class.

3. I get more work done when I work with others.

4. I learn more when I study with a group.

5. In class, I learn best when I work with others.

6. I learn better by reading what the teacher writes on the

chalkboard.

7. When someone tells me how to do something in class, I learn

it better.

8. When I do things in class, I learn better.

9. I remember things I have heard in class better than things I

have read.

10. When I read instructions, I remember them better.

11. I learn more when I can make a model of something.

12. I understand better when I read instructions.

13. When I study alone, I remember things better.

14. I learn more when I make something for a class project.

15. I enjoy learning in class by doing experiments.

16. I learn better when I make drawings as I study.

17. I learn better in class when the teacher gives a lecture.

18. When I work alone, I learn better.

19. I understand things better in class when I participate in role-

playing.

20. I learn better in class when I listen to someone.

21. I enjoy working on an assignment with two or three

classmates.

22. When I build something, I remember what I have learned

better.

23. I prefer to study with others.

24. I learn better by reading than by listening to someone.

25. I enjoy making something for a class project.

26. I learn best in class when I can participate in related

activities.

27. In class, I work better when I work alone.

28. I prefer working on projects by myself.

29. I learn more by reading textbooks than by listening to

lectures.

30. I prefer to work by myself

2. Record your points for each learning style box.

i. 5 of your questions fit into each learning category box below.

ii. Each of your answers has point rating.

iii. Put the right point weight for each answer under the score column

SA

Strongly

agree

A

Agree

U

Undecided

D

Disagree

SD

Strongly

Disagree

5 4 3 2 1

** If you need help, please ask your teacher.

Visual

Question Score

6

10

12

24

29

Total

Score = Total x 2

Tactile

Question Score

11

14

16

22

25

Total

Score = Total x 2

Auditory

Question Score

1

7

9

17

20

Total

Score = Total x 2

Group

Question Score

3

4

5

21

23

Total

Score = Total x 2

Kinesthetic

Question Score

2

8

15

19

26

Total

Score = Total

x 2

Individual

Question Score

13

18

27

28

30

Total

Score = Total

x 2

3. Calculate your score

i. Total your points in each box

ii. Times your totals by two to get the final score for each box

4. Determine your learning style(s) --> Note the point range in the box below to determine if a learning style a major preference, minor preference or negligible.

Major learning Style Preference 38-50

Minor Learning Style Preference 25-37

Negligible 0-24

Identifying Your Learning Style- Exercise 2:

The Eight Intelligences

Another way to categorize learning styles is according to intelligences. There are eight common ones below.

Task-

1. Read all eight intelligences carefully. 2. Answer the questions at the end on paper in the Other Section of your binder

Verbal/Linguistic

Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages.

Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other

forms of verbal and written communication. Students can enhance their verbal/linguistic intelligence by keeping

journals, playing word games, and discussion. People with strong rhetorical and oratory skills such as poets,

authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and

Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been

highly valued in education and learning environments.

Logical/Mathematical

Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize,

analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships.

These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns.

They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical

problems. Being strong in this intelligence often implies great scientific ability. Students can strengthen this

intelligence by using computer programming languages, critical-thinking activities, linear outlining, cognitive

stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation

of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls

Bohr, and John Dewey.

Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in

this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn

most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and

props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These

individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving

mazes and jigsaw puzzles. Students can develop this intelligence by utilizing charts, graphs, diagrams, graphic

organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be

characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of

people gifted with this intelligence.

Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their

bodies. These people like to move around, touch the people they are talking to and act things out. They are good at

small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves

through dance. Students can grow in this area of intelligence through the use of touching, feeling, movement,

improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation

exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova,

and Jim Carrey.

Naturalistic

Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a

mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware

of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs

to algae and cars to clothes. Students can best develop this intelligence by using relationships among systems of

species, and classification activities. The study of relationships such as patterns and order, and compare-and-

contrast sets of groups or connections to real life and science issues are encouraged. Charles Darwin and John Muir

are examples of people gifted in this way.

Musical Intelligence

Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and

tones and the capability to compose music. Students can advance their musical intelligence by playing music for

the class and creating lyrics about the material being taught. Composers and instrumentalists are individuals with

strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.

Interpersonal

Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay

between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and

respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good

communication and interaction skills, and the ability show empathy towards the feelings of other individuals.

Students can develop their Interpersonal Intelligences by doing group work and participating in cooperative

learning activities. Counselors and social workers are professions that require strength in this area. Some examples

of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.

Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal

Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own

emotions, motivations, and be aware of their own strengths and weaknesses. Reflective activities such as journaling

can awaken students' Intrapersonal Intelligence. It is important to note that this intelligence involves the use of all

others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence.

Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who

exhibited strong Interpersonal Intelligence in their lifetimes.

There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is

Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence --

including life and death. This would be in the domain of philosophers and religious leaders.

The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.

Table 1. Summary of the Eight Intelligences

Intelligence Area

Strengths Preferences Learns best

through Needs

Verbal / Linguistic

Writing, reading, memorizing dates, thinking in words, telling stories

Write, read, tell stories, talk, memorize, work at solving puzzles

Hearing and seeing words, speaking, reading, writing, discussing and debating

Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.

Mathematical/ Logical

Math, logic, problem-solving, reasoning, patterns

Question, work with numbers, experiment, solve problems

Working with relationships and patterns, classifying, categorizing, working with the abstract

Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.

Visual / Spatial

Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization

Draw, build, design, create, daydream, look at pictures

Working with pictures and colors, visualizing, using the mind's eye, drawing

LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.

Bodily / Kinesthetic

Athletics, dancing, crafts, using tools, acting

Move around, touch and talk, body language

Touching, moving, knowledge through bodily sensations, processing

Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.

Musical

Picking up sounds, remembering melodies, rhythms, singing

Sing, play an instrument, listen to music, hum

Rhythm, singing, melody, listening to music and melodies

Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.

Interpersonal

Leading, organizing, understanding people, communicating, resolving conflicts, selling

Talk to people, have friends, join groups

Comparing, relating, sharing, interviewing, cooperating

Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc.

Intrapersonal

Recognizing strengths and weaknesses, setting goals, understanding self

Work alone, reflect pursue interests

Working alone, having space, reflecting, doing self-paced projects

Secret places, time alone, self-paced projects, choices, etc.

Naturalistic

Understanding nature, making distinctions, identifying flora and fauna

Be involved with nature, make distinctions

Working in nature, exploring living things, learning about plants and natural events

Order, same/different, connections to real life and science issues, patterns

Questions- (write ¼ page minimum for each question)

1. Which intelligence do you think matches yourself the best? Why?

2. Which intelligence would you like to develop more? Why?

Group Work Skill 2- Recognizing and Dealing With Learning Style Differences Activity: Role Play – Watch, Create and Present * Today, you will complete a 3 part activity as follows:

1. You will watch 1-2 role plays and try to identify learning style differences as well as problems and possible solutions relating to them

2. Then, you will create 1-2 role plays of your own 3. Last, you will present one role play to the class for further insight and feedback

Part 1 – Role Play – Watch Instructions: 1. Your teacher and some student volunteers will model a role play 2. Watch them. 3. Also, try to identify 3 things: a) the student’s learning styles ,b) a problem, c) solutions * Fill in all blanks below as you watch Role Play – Partner 1’s Name: _________________________ Partner 1’s Learning Style: _______________________ Partner 2’s Name: _________________________ Partner 2’s Learning Style: _______________________ Partner 3’s Name: _________________________ Partner 3’s Learning Style: _______________________ Problem: ______________________________________________________________ Solution(s): ____________________________________________________________ Part 2 – Role Play – Create Instructions-

1. Choose one option below: Option 1 – Create a guided role play by filling in blanks or spaces OR Option 2- Create your own role play using the suggested ideas on the small handout

Choice 1 – Guided Role-Play * Fill in all blanks and spaces to complete your role play

A. Starting Ideas

Partner 1’s Name: __________________________________

Partner 1’s Learning Style(s): Verbal Learner and Active Learner

Partner 2’s Name: __________________________________

Partner 2’s Learning Style(s): Verbal Learner and Active Learner

Partner 3’s Name: __________________________________

Partner 1’s Learning Style(s): Reflective Learner

Problem – Partner 1 and 2 want to start the science challenge right away. Partner 3 wants time to think about what to do alone. Partner 1 and 2 think Partner 3 is not good at science because he/she can’t do anything right away.

B. Problem Dialogue

C. Solution Dialogue \ Now go to end of handout for Part 3. Choice 2 – Your Own Role-Play * Complete all blanks and write ideas (or speech lines) if you want.

A. Starting Ideas

Partner 1: Okay let’s start the challenge. We have to build a _____________________.

Partner 2: Sounds good. Okay, I think first we have to __________________________.

Partner 1: What do you think <Partner 3>?

Partner 3: Well …Um.. Let me think here…

Partner 2: Come on <Partner 3>. Let’s just do it now. We don’t have a lot of time anyways. Just say an idea.

Partner 3: Um….

Partner 1: Okay. I know. After we make ________________, we have to next _________________

Partner 2: Right! And then we have to ________________ and then _______________

Partner 3: I have to go to the washroom…..

Partner 2: Right now? But you haven’t said anything yet! Why don’t you help out more. We are doing everything and __________________

(Partner 3 is in washroom)

Partner 2: Why does (partner 3) do nothing? Is he/she stupid?

Partner 1: No wait. He/she said he/she needs time to think first. Why don’t we just give (partner 3) ______________________________________________________________

Partner 2: Okay! That might work. Here he/she comes now!

Partner 3: Look guys. I want to help but I just ___________________________________

Partner 1: We know. Here why don’t you _____________________________________

Partner 3: Sounds great!

Partner 2 : Yeah!!

Partner 1’s Name: __________________________________

Partner 1’s Learning Style(s):_______________________________________________

Partner 2’s Name: __________________________________

Partner 2’s Learning Style(s): _______________________________________________

Partner 3’s Name: __________________________________

Partner 1’s Learning Style(s): _______________________________________________

Problem – ______________________________________________________________

_______________________________________________________________________

B. Problem Dialogue

C. Solution Dialogue \ Part 3 – Present *Now get ready to present your dialogue to the class. Practice acting your dialogue out! * The class will try to guess your problem and solution give you other feedback too

* Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below.

* Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below.