Differentiating Content, Process, and Product for the Auditory

Learner

Do you teach for auditory memory?

• Do I do a lot of lecturing?• Do I easily get of track when I am speaking?• Do I use my voice in my teaching?• Am I easily distracted by sounds?• Do I rely on verbal information and expect it from my

students?• Do I talk to myself often?• Do I recognize student comments by paraphrasing them?• Do I give “sermons” in response to misbehavior?• Do I rarely use visual aids?• Do I often have students read aloud, or do I find myself

reading aloud to them?

Pre-assessment and the auditory learner

• Use whole class discussion as a preassessment.

• Use small group discussion with a recorder keeping track of answers

• Use a talk show format and ask individual students questions

Those with strong auditory memories will often appear

inattentive…

The semantic strategies for auditory learners may be attractive to many

types of learners.

Differentiation• Small group discussion• Debate• Books on tape• Interviews• Oral reports• Mnemonics involving rhythm and rhyme• Conferencing• Radio talk shows• Large group discussions• Oral interpreation

Differentiating for Auditory Memory and the Episodic System

• Field trips involving group work and discussion• Music in the classroom• Having this learner lead a “tour” of the room,

discussing each poster, picture, graph, etc.• Making use of guest speakers whenever

possible, and making them aware of the need for verbal interaction with the students

• Work walls

If this is weak for students…

• Encourage students to repeat directions aloud or to themselves

• When using music with lyrics for episodic memory, write out the lyrics that are meaningful and memorable

• Promote oral summaries of field trips and assemblies

Episodic memories that truly become events in our students’ lives

form strong memories

Differentiating for Auditory Memory and the Procedural System

• Procedural memory that relies on auditory sequencing can be difficult for many students

Differentiating for Auditory Memory and Conditioned Response

• Oral quizzes (product)• Rehearsal through “quiz shows” like Jeopardy

(process)• Creating poems with content (process)• Singing information to familiar tunes (process)• Creating metaphors (content, process)• Using a tape recorder to record questions and

answers (process)• Using your voice—tone, pitch, volume, to

emphasis certain words or definitions (process)

Differentiating for Auditory Memory and the Emotional System

• Music—these learners know more song lyrics than you do.• Debate--work with strong opinions that are backed up by

solid research.• Role-play—if the student is comfortable with any

movement involved in the role-play, voice can be used to create emotion.

• Interviews—these can be with outsiders, or students can play the part of experts, participating, or onlookers for many situations.

• Joke creating and telling.• Storytelling• Playing an instrument.

Concentration and the auditory learner

• Seat the auditory learner away from obvious sounds, such as the radiator.

• After sound interruptions, check in with the learner to return the learner to task.

• Provide ear plugs or headphones to muffle sounds while the students are reading silently or working individually.

Multiple means of action

• Song• Speech• Audiotape• Poetry• Oral test• Group discussion• Conference or personal communication• Oral reports

Blooms

• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation

Knowledge

• How would you describe• How would you say• Can you relate• Name the item• Tell the parts of

Comprehension

• Interpret• How would you summarize• Explain the items• Interpret the chapter• Create a dialogue in which two characters

infer

Application

• How would you identify• How would you explain your understanding of• What facts would you select to tell• How would you conduct an interview

Analysis

• Tell how ____ is related to _____• Distinguish the difference• How could you classify the areas of• Analyze the reasons for ___ and categorize

their usefulness• Can you compare the motive

Synthesis

• Improve the current plan to include• Imagine and explain a design that would• Discuss the variable for a better model of• What could be said to maximize the current

concept or modify• Compose a better ending to

Evaluation

• What would you evaluate to defend the actions of

• How would you explain• How would you interpret• What information would you recommend to

justify• What information would you recommend to

justify• Give the following data, what conclusion