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Creating Learners through Differentiated Instruction: Learning Profile
Essex Town School District
August 27, 2009
Dr. Nanci [email protected] or [email protected]
Differentiation
Is a teacher’s response to learner’s needs
Shaped by mindset & guided by general principles of differentiation
Continual assessment
Teachers can differentiate through
Content Process Product Affect/Environment
According to students’
Readiness
Through a variety of instructional strategies such as:
RAFTS…Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning
Contracts…Tiering… Learning/Interest Centers… Independent Studies….Intelligence
Preferences…Orbitals…Complex Instruction…4MAT…Web Quests & Web Inquiry…ETC.
Respectful tasks Flexible groupingQuality Curriculum Bldg. Community
Interest Learning Profile
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Learning Profile Factors
Group Orientation
independent/self orientationgroup/peer orientationadult orientationcombination
Learning Environment
quiet/noisewarm/coolstill/mobileflexible/fixed“busy”/”spare”
Cognitive Style
Creative/conformingEssence/factsExpressive/controlledNonlinear/linearInductive/deductivePeople-oriented/task or Object orientedConcrete/abstractCollaboration/competitionInterpersonal/introspectiveEasily distracted/long Attention spanGroup achievement/personal achievementOral/visual/kinestheticReflective/action-oriented
Intelligence Preference
analyticpracticalcreativeverbal/linguisticlogical/mathematicalspatial/visualbodily/kinestheticmusical/rhythmicinterpersonalintrapersonalnaturalistexistential
Gender&
Culture
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Assessments
The assessments used in this learning profile section can be downloaded at:
www.e2c2.com/fileupload.asp
Download either file:
“Profile Assessments for Cards”
“Profile Assessment WORD”
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Neat, clean, closes eyes to visualize, always likes to look at something, reacts to colorful stimuli, doodles and draws, chooses colorful or visual tasks
Hums or talks to self often, can pay attention without looking at the front, can get information from listening without looking at pictures, elaborate explanations, tells stories even when asked not to, chooses interpersonal or listening tasks
Gestures while talking, tapping, fidgeting, remembers what was done but not said or heard, touches others, roams, chooses active hands-on tasks
Modality Observation Checklist
Nanci Smith
1.
2.
3.
1. Visual
2. Auditory
3. Kinesthetic
Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep
in mind that sensory preferences are usually evident only during prolonged and complex learning tasks.
Identifying Sensory PreferencesDirections: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you
disagree that the statement describes you most of the time.
1. I Prefer reading a story rather than listening to someone tell it. A D
2. I would rather watch television than listen to the radio. A D
3. I remember faces better than names. A D
4. I like classrooms with lots of posters and pictures around the room. A D
5. The appearance of my handwriting is important to me. A D
6. I think more often in pictures. A D
7. I am distracted by visual disorder or movement. A D
8. I have difficulty remembering directions that were told to me. A D
9. I would rather watch athletic events than participate in them. A D
10. I tend to organize my thoughts by writing them down. A D
11. My facial expression is a good indicator of my emotions. A D
12. I tend to remember names better than faces. A D
13. I would enjoy taking part in dramatic events like plays. A D
14. I tend to sub vocalize and think in sounds. A D
15. I am easily distracted by sounds. A D
16. I easily forget what I read unless I talk about it. A D
17. I would rather listen to the radio than watch TV. A D
18. My handwriting is not very good. A D
19. When faced with a problem , I tend to talk it through. A D
20. I express my emotions verbally. A D
21. I would rather be in a group discussion then read about a topic. A D
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22. I prefer talking on the phone rather than writing a letter to someone. A D
23. I would rather participate in athletic events than watch them. A D
24. I prefer going to museums where I can touch the exhibits. A D
25. My handwriting deteriorates when the space becomes smaller. A D
26. My mental pictures are usually accompanied by movement. A D
27. I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D
28. I remember best what was done rather then what was seen or talked about. A D
29. When faced with a problem, I often select the solution involving the greatest activity. A D
30. I like to make models or other hand crafted items. A D
31. I would rather do experiments rather then read about them. A D
32. My body language is a good indicator of my emotions. A D
33. I have difficulty remembering verbal directions if I have not done the activity before. A D
Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11 _____
This is your visual score
Total the number of “A” responses in items 12-22 _____
This is your auditory score
Total the number of “A” responses in items 23-33 _____
This is you tactile/kinesthetic score
If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex
learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
Visual• Take numerous detailed notes • Tend to sit in the front • Are usually neat and clean • Often close their eyes to visualize or remember
something • Find something to watch if they are bored • Like to see what they are learning • Benefit from illustrations and presentations that use
color • Are attracted to written or spoken language rich in
imagery • Prefer stimuli to be isolated from auditory and
kinesthetic distraction http://www.usd.edu/trio/tut/ts/styleres.html
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Auditory• Sit where they can hear but needn't pay attention
to what is happening in front • May not coordinate colors or clothes, but can
explain why they are wearing what they are wearing
• Hum or talk to themselves or others when bored • Acquire knowledge by reading aloud • Remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).
http://www.usd.edu/trio/tut/ts/styleres.html
Kinesthetic• Need to be active and take frequent breaks • Speak with their hands and with gestures • Remember what was done, but have difficulty recalling what was
said or seen • Find reasons to tinker or move when bored • Rely on what they can directly experience or perform • Activities such as cooking, construction, engineering and art help
them perceive and learn • Enjoy field trips and tasks that involve manipulating materials • Sit near the door or someplace else where they can easily get up
and move around • Are uncomfortable in classrooms where they lack opportunities for
hands-on experience • Communicate by touching and appreciate physically expressed encouragement, such as a pat on the back
http://www.usd.edu/trio/tut/ts/styleres.html
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Modality Task PromptsVisual Auditory Kinesthetic
Pictures Speeches Matching games
Graphic Organizers Discussions Modeling
Color coding Infomercials or PSAs “Becoming” the task
Posters Creating Question Lists Hands-on tasks / touching
Charts / Graphs Read Alouds “Peg Board” yarn game
Videos Books / Instructions on tape
Gestures and Motions
Detailed Notes Self Talk (Whispies) Motion
Visualizing Tape Recording Answers
Drama / Skits
Making Books Interviews Charades
To Do Lists Lectures / Tone & Inflection
Manipulatives
Written Directions Spoken Directions Modeled Directions
Possible Formats to use to Differentiate by Learning Modality
Written Visual Auditory Kinesthetic
•diary entry
•bulleted list
•obituary
•invitation
•product guide
•game rules
•recipe
•movie critic
•FreqAskQues
•editorial
•character
monologue
•job application
•gossip column
•mag. article
•cartoon/comic
•crossword
puzzle
•map
•scale plan or
drawing
•graphic org.
•concept web
•illustration
•print ad
•photograph
•powerpoint
•‘how to’
diagram
•fashion design
•song
•set of
discussion ?s
•conversation
•monologue
•sermon
•radiocast
•museum guide
•commercial
•reader’s theater
•interview
•tasting
•political speech
•puppet show
•storytell
•model
•cheer
•mime
•reenactment
•wax museum
•demonstration
•sales pitch with
demo elements
•physical
analogies
•taste tests
•‘how to’ video
•game
•sew, cook, build
•design a ....
Sandra Page [email protected] 2008
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Partial List of Learning Modality Tasks/Skills
Kinesthetic
•model •demonstrate •build
•act out •use tools to.. •dance
•produce •simulate •craft
•transform •show in lab •make
Visual
•diagram •overlay •map
•chart •timeline •web
•illustrate •cartoon •model
•graph •video •pop-up
Oral
•recite •broadcast •speech
•discuss •question •interview
•debate •cook/taste •sing
•argue •converse •perform
Auditory
•radiocast •soundscape •music
•preach •commercial •chant
•persuade •ad/jingle •rhythm
•compose •speech •phone
Multiplication Facts: 4’s and 8’s
• Visual:
– Make two posters - one will diagram all of the 4
multiplication facts and the other diagrams the 8
multiplication facts.
• Auditory:
– Put together a skit or newscast about multiplying by 4 and
8. Have lots of examples!
• Kinesthetic:
– Play multiplication rummy or memory
– Use counters to model the 4 and 8 multiplication facts.
List all of the resulting equations and answers.
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Graphing with a Point and SlopeModality
• Visual Learners: Given a point and slope, the students graph lines on graph paper. They should plot the given point in one color, use a second color to show the rise form the point, and use a third color to show the run form the point. They should then plot the resulting point in a fourth color. The students should repeat the same process to find a third point on the line. Finally, using a fifth color, they should sketch the line containing all three points. The students will then apply their understanding of the process using a problem such as the following: Josh buys his first pack of baseball cards for $3, the next two packs for $4 more, and the next three packs for $6 more. Show the line that predicts how much Josh will pay for nine packs altogether. The students in this group may work individually or in pairs.
Graphing with a Point and SlopeModality
• Kinesthetic Learners: On a large grid on the floor, one student stands at the original point. A second student walks the rise and run from the original point to the next point on the grid, counting aloud while doing so. Another student begins where the second students is standing and repeats the process to find a third point. The students repeat this process until all the students represent points on the line. They then create the line by holding string between them. The students will then apply this same process to a problem such as the one given to the visual learner group (see above). The students in this group should work in groups of five to six students.
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Graphing with a Point and SlopeModality
• Auditory Learners: The
students will practice graphing
several lines given initial points
and slopes. After practicing,
they will create a news bulletin
that explains the process and
implications of this type of
graphing and will share their
bulletins with the class. The
students in this group may work
individually or in pairs.
Learner Profile Card
Auditory, Visual, Kinesthetic
Modality
Multiple Intelligence Preference
Gardner
Analytical, Creative, Practical
Sternberg
Student’s Interests
Array Inventory
Gender Stripe
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M.I. Observation ChecklistLearns through words, reads and writes in order to explain themselves, enjoys talking, good at memorizations, finds joy in stories and poems
Looks for and creates patterns, detail oriented, likes to figure things out by experimenting, asks a lot of questions, categorizes sorts or classifies easily
Learns through pictures, charts, graphs, diagrams, and art, very colorful, likes puzzles
Hums, moves rhythmically, taps in time, sings to self, learns new songs very quickly, sings what could be said, attunes to music more than others
Gestures while talking, tapping, fidgeting, remembers what was done but not said or heard, touches others, roams, chooses active hands-on tasks
Likes group work and working cooperatively , has an interest in their community, lots of friends, more socially adapted
Enjoys the opportunity to reflect and work independently, often quiet and would rather work on his/her own than in a group, self-reflective and expressive
Enjoys relating things to their environment, has a strong connection to nature
1.
2.
3.
4.
5.
6.
7.
8.
1. Verbal 2. Logical/Mathematical 3. Visual/Spatial 4. Musical
5. Body Kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist
Nanci Smith
Self Assessment: The Theory of Multiple Intelligences
Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is sometimes true, sometimes false, leave it blank.
1. _____ I’d rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply quickly in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps quickly.
7. _____ It’s easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech, or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that comes with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skate) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I am good at finding the the fine points of word meanings.
19. _____ I can look at an object one way and see it turned sideways or backwards just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is pleasurable to me.
23. _____ I like to hum, whistle, and sing in the shower or when I am alone.
24. _____ I’m good at athletics.
25. _____ I’d like to study the structure and logic or languages.
26. _____ I’m usually aware of the expressions on my face.
27. _____ I’m sensitive to the expressions on other people’s faces.
28. _____ I stay in touch with my moods. I have no trouble identifying them.
29. _____I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
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Scoring Sheet
Place a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well.
A B C D
Linguistic Logical/Math. Musical Spatial
7 ____ 4 ____ 2 ____ 1 ____
8 ____ 5 ____ 3 ____ 9 ____
14 ___ 12 ___ 10 ___ 11 ___
18 ___ 16 ___ 20 ___ 19 ___
25 ___ 21 ___ 23 ___ 22 ___
E F G
Body/Kinesthetic Intrapersonal Interpersonal
6 ____ 26 ___ 27 ___
13 ___ 28 ___ 29 ___
15 ___ 30 __
17 ___
24 ___
EIGHT STYLES OF LEARNINGTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
LINGUISTIC
LEARNER
“The Word Player”
Learns through the
manipulation of words. Loves
to read and write in order to
explain themselves. They also
tend to enjoy talking
Read
Write
Tell stories
Memorizing
names, places,
dates and trivia
Saying, hearing and
seeing words
LOGICAL/
Mathematical
Learner
“The Questioner”
Looks for patterns when
solving problems. Creates a set
of standards and follows them
when researching in a
sequential manner.
Do experiments
Figure things out
Work with numbers
Ask questions
Explore patterns and
relationships
Math
Reasoning
Logic
Problem solving
Categorizing
Classifying
Working with abstract
patterns/relationships
SPATIAL
LEARNER
“The Visualizer”
Learns through pictures, charts,
graphs, diagrams, and art.Draw, build, design
and create things
Daydream
Look at pictures/slides
Watch movies
Play with machines
Imagining things
Sensing changes
Mazes/puzzles
Reading maps,
charts
Visualizing
Dreaming
Using the mind’s eye
Working with
colors/pictures
MUSICAL
LEARNER
“The Music
Lover”
Learning is often easier for
these students when set to
music or rhythm
Sing, hum tunes
Listen to music
Play an instrument
Respond to music
Picking up sounds
Remembering
melodies
Noticing pitches/
rhythms
Keeping time
Rhythm
Melody
Music
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EIGHT STYLES OF LEARNING, Cont’d
TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
BODILY/
Kinesthetic
Learner
“The Mover”
Eager to solve problems
physically. Often doesn’t read
directions but just starts on a
project
Move around
Touch and talk
Use body
language
Physical activities
(Sports/dance/
acting)
crafts
Touching
Moving
Interacting with space
Processing knowledge
through bodily sensations
INTERpersonal
Learner
“The Socializer”
Likes group work and
working cooperatively to
solve problems. Has an
interest in their community.
Have lots of
friends
Talk to people
Join groups
Understanding people
Leading others
Organizing
Communicating
Manipulating
Mediating conflicts
Sharing
Comparing
Relating
Cooperating
interviewing
INTRApersonal
Learner
“The Individual”
Enjoys the opportunity to
reflect and work
independently. Often quiet
and would rather work on
his/her own than in a group.
Work alone
Pursue own
interests
Understanding self
Focusing inward on
feelings/dreams
Pursuing interests/
goals
Being original
Working along
Individualized projects
Self-paced instruction
Having own space
NATURALIST
“The Nature
Lover”
Enjoys relating things to their
environment. Have a strong
connection to nature.
Physically
experience nature
Do observations
Responds to
patterning nature
Exploring natural
phenomenon
Seeing connections
Seeing patterns
Reflective Thinking
Doing observations
Recording events in Nature
Working in pairs
Doing long term projects
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Multiplying by 3 and 6!• Play Multiplication Memory card game
(Kinesthetic, interpersonal).• Make a picture book of multiplication facts for 3
and/or 6 (visual/spatial).• Make up a song about (or of) the multiplication
facts for 3 and/or 6 (musical).• Write a diary entry about the 3 and 6
multiplication facts. What are they? How can you remember them? If you forget one, how could you figure it out? (Intrapersonal / verbal linguistic)
• Write a story that involves multiplication by 3 and 6 (verbal linguistic).
• Show as many different models of multiplication by 3 and 6 of which you can think. How is multiplying by 6 related to multiplying by 3? (Logical / Mathematical)
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The Maturation of Tom SawyerThe Adventures of Tom Sawyer by Mark Twain
Learning
Preference
Level 1:
On or Below Grade Level
Level 2:
On or Above Grade Level
Artist The Writing’s On the Wall
You ARE Tom Sawyer. You will
create a “Growth Mural” of yurself to
give to Becky in order to show her
how much you’ve matured.
Life is Like a Box of Chocolate
Illustrate Tom’s growth or maturation through
the use of an extended metaphor or simile that
compares Tom’s growth process to
__________________
Announcer: Hannibal on a Wire
Create an audio recording of the scene
that you feel was the most important to
Tom’s growth.
Tommy Goes to Hollywood
Create and produce an NPR segment in which
the hosts of the show interview Steven Sielberg
about his upcoming film adaptation of The
Adventures of Tom Sawyer
Writer: Growth Report Card
You are a psychologist hired by Aunt
Polly to examine Tom’s behavior and
assess his growth.
Investigative Report
Develop a Private investigator’s Report about
Tom’s emotional and mental growth and well-
being.
Actor: Lights, Camera, Action!
Choose an important scene that
demonstrates Tom’s growth of
character, and act it out using props,
costumes, etc.
Live with Dr. Phil!
Act out an episode of the Dr. Phil show in
which characters from the book will discuss
whether or not they believe that Tom has grown
or changed and how.
Beyond IQ• Robert Sternberg
use of intellect rather than quantity of it
intelligence as problem-solving
analytical
practical
creative
Triarchic Theory
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Sternberg Observation List
Detail oriented, linear and sequential, likes charts and worksheets, sorts and classifies, clear explanations of what they’ve done, tends toward organization, frustrated with “chaos”
Relates own experiences appropriately without being asked, advises others, hands-on experiences best, likes to apply learning, thinks of ways to do things, persuasive
Imaginative responses and tasks, explanations are atypical, notice things others don’t, design new things, lots of ideas, improves on existing ideas
1.
2.
3.
1. Analytical 2. Practical 3. Creative
Nanci Smith
Sternberg-Primary Survey Beth Lawatsch, NY
_____ I like to talk about the characters in a story.
_____ I like to solve logical problems.
_____ I like to explain difficult problems to other people.
_____ I like to figure things out.
_____ I like to sort things out.
_____ I like to use graphic organizers.
_____ I like to design new things.
_____ I like to come up with new ideas.
_____ I like to use my imagination.
_____ I notice things that other people ignore.
_____ I think in pictures or images.
_____ I like to invent new things.
_____ I like to take things apart and fix them.
_____ I learn best with hands-on activities.
_____ I like to work in teams or groups.
_____ I like to give advice to my friends.
_____ It’s easy for me to convince people about my ideas.
_____ I like to practice
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Triarchic Theory of IntelligencesRobert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do the activity.
1. Analyzing characters when I’m reading or listening to a story ___2. Designing new things ___3. Taking things apart and fixing them ___4. Comparing and contrasting points of view ___5. Coming up with ideas ___6. Learning through hands-on activities ___7. Criticizing my own and other kids’ work ___8. Using my imagination ___9. Putting into practice things I learned ___10. Thinking clearly and analytically ___11. Thinking of alternative solutions ___12. Working with people in teams or groups ___13. Solving logical problems ___14. Noticing things others often ignore ___15. Resolving conflicts ___
Triarchic Theory of IntelligencesRobert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do the activity.
16. Evaluating my own and other’s points of view ___17. Thinking in pictures and images ___18. Advising friends on their problems ___19. Explaining difficult ideas or problems to others ___20. Supposing things were different ___21. Convincing someone to do something ___22. Making inferences and deriving conclusions ___23. Drawing ___24. Learning by interacting with others ___25. Sorting and classifying ___26. Inventing new words, games, approaches ___27. Applying my knowledge ___28. Using graphic organizers or images to organize your thoughts ___29. Composing ___30. Adapting to new situations ___
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Triarchic Theory of Intelligences – KeyRobert Sternberg
Transfer your answers from the survey to the key. The column with the most True responses is your dominant intelligence.
Analytical Creative Practical
1. ___ 2. ___ 3. ___
4. ___ 5. ___ 6. ___
7. ___ 8. ___ 9. ___
10. ___ 11. ___ 12. ___
13. ___ 14. ___ 15. ___
16. ___ 17. ___ 18. ___
19. ___ 20. ___ 21. ___
22. ___ 23. ___ 24. ___
25. ___ 26. ___ 27. ___
28. ___ 29. ___ 30. ___
Total Number of True:
Analytical ____ Creative _____ Practical _____
Sternberg Learning Profiles -Short Quiz 1Tools for High Quality Differentiation, Cindy Strickland
Imagine you are walking past a newsstand and notice the cover of a new magazine called Inventions Today. You are intrigued by the headline describing a new product, so you buy the magazine. What will you do next?
• Read the article carefully so that you can understand all of the details involved in designing the product.(analytical)
• Read the article to find out how the product is being used. (practical)
• Read the article and think of ways to alter or improve the product. (creative)
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Sternberg Learning Profiles -Short Quiz 2Tools for High Quality Differentiation, Cindy Strickland
Which of the following sets of verbs MOST appeals to you?
• Analyze, judge, critique, compare, contrast, evaluate diagram, identify, explain, present a step-by-step approach, assess
• Invent, discover, imagine, suppose, design, predict, find a new way, use unusual materials, promote, encourage, develop
• Implement, apply, use, demonstrate, teach, put into practice, convince show how, employ, make practical
(First set - analytical; second set - creative, third set - practical)
Linear – Schoolhouse Smart - SequentialANALYTICAL
Thinking About the Sternberg Intelligences
Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.
Streetsmart – Contextual – Focus on UsePRACTICAL
Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.
CREATIVE Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.
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Analytical
• Bullets• Lists• Steps• Worksheets• Tables• Venn Diagrams• Timelines• Sequential Items• Flow Charts• Compare and
Contrast
• Find the error• Evaluating• Sorting and Classifying• Appealing to logic• Critique and Criticize• Explaining Difficult
Problems to others• Making Inferences and
Deriving Conclusions• Puns and Subtleties
Practical• Working your way out of a problem• Notes to Self (what questions to ask myself, how
to make sense of for myself)• Here is a problem, explain what happened• Analogies• Draw real world examples• Advising and convincing others (Advice columns)• Hands-on Activities• Taking things apart and fixing them• Understanding and Respecting others /
Friendships / Resolving Conflicts• Putting things into Practice• Adapting to New Situations
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Creative• Figure out a way to explain
• Idiot’s Guide To… (Book for Dummies)
• How to represent
• Make your own interpretation
• Pictures or news bulletins to describe
• Designing new things
• Alternative solutions and methods
• Thinking in pictures and images
• Noticing things other people tend to ignore
• Suppose something was changed… What would happen if?
• Acting and Role playing
• Inventing
Draw a picture depicting the same scene throughout the 4 seasons. Make a song to Row, Row, Row Your Boat that tells what people do in each season and why.
Make a shopping list for three people in your family that tells what they need to buy to get ready for each season. Be ready to tell why you put those things on your list.
Study the pictures in the folder and try to identify the season in which each was taken. What clues did you look for? Explain why you guessed what you did.
Cindy Strickland, 2004
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Differentiation According to Sternberg’s Intelligences
Know: What makes a Tall Tale
Definition of fact and exaggeration
Understand: An exaggeration starts with a fact and stretches it.
People sometimes exaggerate to make their stories or deeds seem more wonderful or scarier.
Do: Distinguish fact and exaggeration
Analytical Task
Listen to or read Johnny Appleseed and complete
the organizer as you do.
Practical TaskThink of a time when you or someone you know was sort of like the Johnny Appleseed story and told a tall tale about something that happened. Write or draw both the factual or true version of the story and the tall tale version.
Creative Task --- RAFT Assignment
Role Audience Format Topic Someone Our Diary entry Let me tell you
in our class class what happened while Johnny A.and I were on the way to school today….
Tall Tales
Grade 3
Johnny Appleseed’sFacts Exaggerations
Evaluating Plot
Standard: Students will evaluate the quality of plot based on clear criteria
Analytical Task
•Experts suggest that an effective plot is: believable, has events that
follow a logical and energizing sequence, has compelling characters
and has a convincing resolution.
•Select a story that you believe does have an effective plot based on
these three criteria as well as others you state. Provide specific
support from the story for your positions.
OR
•Select a story you believe has an effective plot in spite of the fact
that it does not meet these criteria. Establish the criteria you believe
made the story’s plot effective. Make a case, using specific
illustrations from the story, that “your” criteria describes an
effective plot
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Evaluating Plotcont’d
Evaluating Plot
Practical Task
•A local TV station wants to air teen-produced digital videos based
on well known works. Select and storyboard you choice for a video.
Be sure your storyboards at least have a clear and believable plot
structure, a logical sequence of events, compelling characters and a
convincing resolution. Note other criteria on which you feel the
plot’s effectiveness should also be judged. Make a case that your
choice is a winner based on these and other criteria you state.
Creative Task
•Propose an original story you fell has a clear and believable plot
structure, a logical sequence of events, compelling characters, and a
convincing resolution. You may write it, storyboard it, or make a
flow chart of it. Find a way to demonstrate that your story achieves
these criteria as well as any others you note as important.
(cont’d)
Biology
KNOW
• Cell parts and functions
UNDERSTAND
• A cell is a system with interrelated parts
DO
• Analyze the interrelations of cell parts/functions
• Present understandings in clear, useful, interesting, and fresh way
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Biology
AnalyticalUse a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.
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Biology
PracticalLook around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy (“best” meaning most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.
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Biology
CreativeUse unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and/or their interrelationships. Your “ahas” should trigger ours.
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Array Interaction InventoryDirections:
• Rank order the responses in rows below on a scale from 1 to 4 with 1 being “least like me” to 4 being “most like me”.
• After you have ranked each row, add down each column.
• The column(s) with the highest score(s) shows your primary Personal Objective(s) in your personality.
In your normal day-to-day life, you tend to be:
Nurturing
Sensitive
Caring
Logical
Systematic
Organized
Spontaneous
creative
Playful
Quiet
Insightful
reflective
In your normal day-to-day life, you tend to value:
Harmony
Relationships are
important
Work
Time schedules are
important
Stimulation
Having fun is
important
Reflection
Having some time
alone is important
In most settings, you are usually:
Authentic
Compassionate
Harmonious
Traditional
Responsible
Parental
Active
Opportunistic
Spontaneous
Inventive
Competent
Seeking
In most situations, you could be described as:
Empathetic
Communicative
Devoted
Practical
Competitive
Loyal
Impetuous
Impactful
Daring
Conceptual
Knowledgeable
Composed
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You approach most tasks in a(n) _________ manner:
Affectionate
Inspirational
Vivacious
Conventional
Orderly
Concerned
Courageous
Adventurous
Impulsive
Rational
Philosophical
Complex
When things start to “not go your way” and you are tired and worn down, what might your responses be?
Say “I’m sorry”
Make mistakes
Feel badly
Over-control
Become critical
Take charge
“It’s not my fault”
Manipulate
Act out
Withdraw
Don’t talk
Become indecisive
When you’ve “had a bad day” and you become frustrated, how might you respond?
Over-please
Cry
Feel depressed
Be perfectionistic
Verbally attack
Overwork
Become physical
Be irresponsible
Demand attention
Disengage
Delay
Daydream
Add score:
Harmony Production Connection Status Quo
Array Interaction Inventory, cont’d
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Who Are YOU Most Like?Primary Array Interaction Inventory
Choose the sentence that is most like you from each row on the
next page and put a 4 in that box. Next put a 1 in the box in each
row that is least like you. Finally put a 2 in the box which is pretty
much like you and a 1 in the box which is just a little like you
Pooh Rabbit Tigger Eeyore
Beth Lawatsch, NY
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I like it best when
everyone is happy.
I like it best when
things are organized.
I like it best when
things are fun and
playful.
I like it best when
things are quiet.
I try really hard to
make everyone happy.
I try really hard to get
everything just right.
I like to be the center
of attention.
I daydream a lot and
like to use my
imagination.
I like to work with a
friend.
I like to be in charge. I like to play games. I like to work alone.
I like it when my
teacher understands
how I feel.
I like it when my
teacher likes my idea.
I like it when my
teacher does hands-on
activities.
I like it when my
teacher lets me work
alone.
Relationships are
important to me.
Having things done on
time is important to
me.
Having fun is
important to me.
Having time to myself
is important to me.
PERSONALITY ARRAY
Your personality is a critical element in the classroom dynamic. The Array Model (Knaupp, 1995)
identifies four personality types through the use of several personality descriptors. Take a look at
the personality types, below, and see which character you match up with.
Cooperation(positive behavior)
Reluctance(negative behavior)
Needs
Ways to
Meet Needs
Hundred Acre Wood Personality Array
Caring
Sensitive
Nurturing
Harmonizing
Feeling Oriented
Logical
Structured
Organized
Systematic
Thinking Oriented
Spontaneous
Creative
Playful
Enthusiastic
Action Oriented
Quiet
Imaginative
Insightful
Reflective
Inaction Oriented
Over adapted
Over pleasing
Makes mistakes
Cries or giggles
Self Defeating
Over critical
Over works
Perfectionist
Verbally Attacks
Demanding
Disruptive
Blames
Irresponsible
Demands Attention
Defiant
Disengaging
Withdrawn
Delays
Despondent
Daydreams
FriendshipsSensory Experience
Task Completion
Time Schedule
Contact with people
Fun activitiesAlone time
Stability
Value their feelings
Comfortable and
pleasing learning
environment
Work with a friend
Sharing time
Value their ideas
Incentives
Rewards
Leadership Position
Schedules
To-do lists
Value their activity
Hands-on activities
Group Interaction
Games
Change in routine
Value their privacy
Alone timeIndependent Activity
Specific directions
Computer Activity
Routine tasks
Character
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Students taught in their preferred learning styles demonstrated higher levels of achievement, showed more interest in the subject matter, approved of instructional methods, and wanted other subjects to be taught similarly.
Bell, L. (1986). Learning styles in the middle school classroom: Why and how. Middle School Journal, 18(1), 18 – 19.
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Learning Profile Journal PromptsFind a partner who has a similar job as you!
Choose One:
• Reflect on your own learning profile. How have you seen it affect your learning in the past, and how does it affect your current teaching practice?
• Compare and contrast the various learning profiles you’ve encountered in your classroom. How has this affected your instruction?
• Think about the various components of a student’s learning profile. State why it is important to discover your students’ learning profiles. Develop strategies that you will use in your classroom for assessing your students.
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