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Understanding My Child's Learning Style



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Understanding My Child's Learning Style

  1. 1. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
  2. 2. Understanding My Child’s Learning Style Parent Training and Information Center Federation for Children with Special Needs © Federation for Children with Special Needs The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129 617-236-7210 ● Toll Free 1-800-33-0688 ● Fax 617-241-0330
  3. 3. The Federation for Children with Special Needs advocates for quality education, parent participation and access to quality health care services for all children, especially those with disabilities. Who We Are … The Parent Training and Information Center (PTIC), provides free information, support, technical assistance and affordable workshops to families who have children with disabilities and the professionals who work with them.
  4. 4. Workshop Agenda Different Learning Styles •Sensory Learning •Group and Cooperative Learning Supporting Learners in the Classroom •Tiered Instruction •Social/Emotional - PBIS •Universal Design for Learning (UDL) •Differentiated Instruction Resources
  5. 5. “Know Thyself “ "There are many different patterns of learning, and the best thing that a parent can do is step back and observe what seems to be happening and what seems to be working with their child. We are all uniquely made and each of us have a preference of how we learn.” - All Kinds of Minds.org
  6. 6. How Do Today’s Students Learn? Science has given us new discoveries about the brain and learning, while our best schools and teachers are showing us how to energize, engage, inspire, and prepare. What We’ve Learned •The human brain physically changes when we learn. •Student beliefs influence how they learn. •Everything matters when it comes to learning. •Learning should reflect real life. - The New England Secondary School Consortium
  7. 7. Different Ways to Learn Because every student has a unique profile of abilities, strengths, learning styles, and previous experience, educators are advised to "respect diverse talents and ways of learning." (Chickering and Gamson, 1987) Students differ in the ways they: perceive and comprehend information; are able to express their learning; are engaged or motivated to learn.
  8. 8. Perceiving Information - Our Five Senses The outside world shapes children’s development through experiences that they have, which include using their five senses— Hearing Sight Smell Taste Touch At every moment of our day, at least one of our senses is hard at work, supplying our brain with information to make decisions, be safe, enjoy ourselves and become smarter.
  9. 9. VISUAL Learners You learn by watching, reading or seeing pictures. You understand and remember things by sight. Visual Learners are wired to: Think in pictures See the whole environment Observe body language Like illustrated books Color code things
  10. 10. VISUAL Learners – Parent Tips • Your child may need to see things, not just hear things to learn • Help your child visualize things being heard or read (use highlighters) • Make charts, maps, pictures and flashcards to organize and remember information • Ask child to visualize or picture words or concepts in their head
  11. 11. AUDITORY Learners You learn by hearing and listening. You understand and remember things you have heard. Auditory Leaners are wired to: Store information by the way it sounds Have an easier time understanding spoken instructions Problem solve by talking it through Listen to learn Remember people’s names
  12. 12. AUDITORY Learners – Parent Tips • Encourage your child to tell a story to demonstrate their point of view • Read stories, assignments, or directions out loud • Put information studied into music/rap that your child creates • Record student spelling out words and then listen to the recording
  13. 13. TACTILE Learners You learn by touching and doing. You understand and remember things through physical movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn. Tactile Learners are wired to: Learn better when some type of physical activity is involved Tap a pencil, shake their foot, or hold on to something while learning Use a computer to reinforce learning through the sense of touch
  14. 14. TACTILE Learners – Parent Tips • Provide opportunity for extra curricula activities: sports, dance, acting • Go out in the environment- Field trips • Allow frequent breaks during reading or studying periods • Create and perform skits • Use physically expressed forms of encouragement, such as a pat on the back NOTE: Learning through feeling such as a sense of body position, muscle movement and weight is called kinesthetic learning.
  15. 15. Different Methods of Learning Most people learn using a combination of learning styles and methods. Average amount of information that is retained through a particular learning method: Lecture = 5% Reading = 10% Audiovisual = 20% Demonstration = 30% Discussion Group = 50% Practice by doing = 75% Teach others / immediate use of learning = 90%
  16. 16. Individual vs. Group Learning In 1983, Howard Gardner proposed that there are several different types of intelligences, or learning styles. Interpersonal (People Smart) – Learn through relating to others by sharing, comparing, and cooperating. [Examples: group leaders and team players] Intrapersonal (Self Smart) – Learn best by working alone and setting individual goals. [Examples: independent and organized students]
  17. 17. Cooperative Learning WHAT IS IT? - Small Group Learning Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.
  18. 18. How can schools support different learners in the classroom?
  19. 19. Models of Interventions Approaches to Teaching and Learning Academic and Non-Academic  High-quality Core Curriculum – Tiered Instruction  School-wide Behavior/ Social Rules, Supports, Expectations
  20. 20. Massachusetts Tiered System of Support Flexible Tiered instruction a robust and responsive educational environment that provides students with a continuum of multiple supports to meet their needs. The tiers represent increasing intensity of academic and non- academic support and interventions Tier 1 - ALL students to receive consistent, research-based, high- quality instruction in a chosen subject, coupled with ongoing monitoring to spot emerging problems. Tier 2 - SOME portion of students - often estimated at 20 to 30 percent - need additional supports. Tier 3 – a FEW students who continue to struggle receive more- intensive interventions and potential evaluation for special education.
  21. 21. Social/Emotional Support in the Classroom Developing students’ social and emotional competencies - • recognize and manage their emotions, • demonstrate caring and concern for others, • establish positive relationships, • make responsible decisions, and • constructively handle challenging social situations helps schools create safe learning environments that contribute to academic achievement for all. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success.
  22. 22. UDL – A Teaching Strategy to Support all Learners in the Classroom • Address learner variability • Based on scientific insights into how humans learn • Builds on students’ strengths Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
  23. 23. A Framework for Learning UDL= Universal Design for Learning Three primary brain networks come into play: 1. The WHAT of Learning – Recognition Network (How we gather facts and categorize what we see, hear and read) 2. The HOW of Learning – Strategic Network (How we plan and perform tasks, express our ideas) 3. The WHY of Learning – Affective Network (How we engage and stay motivated, challenged, excited or interested) www.cast.org
  24. 24. Provide Multiple Means of REPRESENTATION (the WHAT of Learning) All students have different ways of approaching content. Learning occurs best when multiple representations are used – allow students to make connections within, as well as between, concepts. Present information and content in different ways: •Make sure videos have captions •Use text-to-speech •Provide translations •Clarify difficult vocabulary •Show concepts in lots of different ways •Highlight important ideas GOAL – to become resourceful and knowledgeable Learners
  25. 25. Provide Multiple Means of ACTION & EXPRESSION (the HOW of Learning) Learners differ in the ways that they can navigate a learning environment and express what they know. Some may be able to express themselves well in written text but not speech, and vice versa. Action and expression require a great deal of strategy, practice, and organization. Differentiate the ways that students can express what they know •Provide multiple tools •Help learners use Assistive Technology (AT) when necessary •Allow written or verbal responses •Provide time for learners to practice and explore •Provide planning supports like graphic organizers •Help learners set goals GOAL – to become strategic, goal-oriented learners
  26. 26. Provide Multiple Means of ENGAGEMENT (the WHY of Learning) Learners differ in the ways in which they can be engaged or motivated to learn. Some learners might like to work alone, while others prefer to work with their peers. Stimulate interest and motivation for learning •Allow for choice •Make learning relevant to the learner's life •Provide safe and comfortable environments •Include ways to learn with peers •Build coping skills and strategies •Help learners reflect on their learning GOAL – to become purposeful, motivated learners
  27. 27. Differentiated Instruction “Differentiated instruction”—the process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them. Teachers may vary their approach to the same material with different students in the same classroom and assignments can be structured to help students of different ability and interest levels meet the same goals. EXAMPLE: A teacher may allow an introverted student to write an essay on a historical topic while a more outgoing student gives an oral presentation on the same subject.
  28. 28. District Curriculum Accommodation Plan (DCAP) … to assist the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in the regular classroom and in providing appropriate services and support within the regular education program … M.G.L.c. 71, Section 38Q1/2 https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71/Section38Q1~2
  29. 29. Ask for Help  Identify your child’s learning style  Talk with your child’s teachers  Look into accommodations/assistive technology  Help student to self-advocate Explore the world – learning is contagious!
  30. 30. Families are Important! The ongoing and meaningful involvement of families increases student success. Effective family engagement is a shared responsibility of families, schools and communities for student learning and achievement; it is continuous from birth to young adulthood; and it occurs across multiple setting where children learn. http://www.doe.mass.edu/boe/sac/parent/FSCPfundamentals.docx
  31. 31. Online Resources National Center on Universal Design for Learning http://www.udlcenter.org/ Center for Applied Special Technology - CAST http://www.cast.org/ Massachusetts Tiered System of Support - MTTS www.mass.gov/ese/mtss Use of Technology in Teaching and Learning/US Dept. of Education http://www.ed.gov/oii-news/use-technology-teaching-and-learning Family and Community Engagement http://www.doe.mass.edu/FamComm/f_involvement.html?section=resources Federation for Children with Special Needs – FCSN www.fcsn.org
  32. 32. Contact our Call Center 617-236-7210 Visit our website www.fcsn.org Email Us info@fcsn.org Follow Us on . . . How Can We Help You?
  33. 33. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org Thank you for coming! Parent Training and Information Center (PTIC) and The Link Center are supported in part by grants from the U.S. Dept. of Education, Office of Special Education Programs, the Rehabilitation Services Administration and the MA Dept. of Elementary and Secondary Education Any questions?