Transcript SLSN Summer Workshop

Make sure you have completed your learning style inventory!
SLSN Summer Workshop
June 17 and 18, 2010
Four Points Sheraton
Welcome!
Enjoy some breakfast and networking!
Brought to you by PIMSER P12 Math & Science Outreach & KDE
Learning Goal: Participants will be able to
summarize the basic foundations of the
scientific styles and strategies workshop:
thoughtful questions, assumptions, and
learning goals.
Thoughtful Questions:
 Why do some students succeed in science and
others do not? Is it a matter of skill or will?
 How can we use research-based teaching tools
and strategies to address the style of all
learners so they succeed in science?
Workshop Assumptions:
• What teachers do and the instructional decisions that they
make have a significant impact on what students learn and
how they learn to think.
• Different students approach science using different learning
styles and need different things to achieve in science.
• Style-based science instruction is more than a way to invite a
greater number of students into the teaching and learning
process; it is, plain and simple, good science—balanced,
rigorous, and diverse.
Learning Goals:
Participants will learn:
• The characteristics of the four basic scientific learning styles
(Mastery, Understanding, Self-Expressive, and Interpersonal) and
how to assess your own scientific teaching style and students’
scientific learning styles.
• How to use a variety of scientific teaching tools to differentiate
instruction and increase student engagement.
• How to use questions and tasks to develop Task Rotations to
address different learning styles.
Culminating Assessment
• Task A: Design a Task Rotation with questions
and activities that address the four scientific
learning styles to teach a specific concept.
• Task B: Select four tools, each with a different
purpose, and design a lesson with each tool
to address a particular concept and/or skill.
“Big deal, an A in science, that could
be a D in any other country.”
What is it?
• A tool used to help students
analyze what they need to know
and be able to do to meet a
specific learning goal.
What are the basic steps?
1. Communicate your learning goals to your students and identify how they
will be assessed at the end of the unit.
2. Discuss with your students the value of beginning a unit with the “end in
mind.” Also, explain to students what they will be expected to produce to
demonstrate their learning.
3. Distribute the Learning with the End in Mind organizer to your students.
4. Have students review the organizer and complete the first part, restating
the culminating task in their own words.
5. Ask students to identify what they think they will be required to know and
be able to do to complete the task.
6. Discuss the students’ analysis and the activities they will need to know
and understand to achieve the learning goal.
At the end of this unit, I will be
asked to…
Design and sketch a
monument for a new
math garden. The
section of the garden I
have to design is the
three-dimensional
figure section.
Here’s what I need to know:
•3-D figures
•How to calculate volume
•Vocabulary-bases, faces,
edges, vertices
Here’s what I need to be able to do:
•Draw 3-d figures
•How to calculate volume
•Use the vocabulary terms
to describe my drawing
At the end of this unit, I will be
asked to…
Here’s what I need to know:
How heat moves
What materials slow down heat loss
Design a container
that has the least
amount of heat loss
What factors affect heat loss
If the material in the container can
be a solid or liquid.
Here’s what I need to be able to do:
•Measure temperature
•Calculate heat loss
•Design a container
At the end of this unit, I will be
asked to…
Use handout in packet to
complete for your tasks for
this workshop
Here’s what I need to know:
Here’s what I need to be able to do:
Know:
•The four style
characteristics
•Specific teaching
tools
Be like:
•Think metacognitively
•Reflect upon your own
practice
•Open to continuous
learning
Understand:
•Why stylistic
teaching is good
instruction
Skills:
•Design Task Rotation
•Select tools to address
learning targets
How can I use this tool?
Riddle
• What is one of the first words that everyone
learns but is different for everyone?
What’s In A Name?
Who are these people?
• Thought about being a
physical therapist
• Has been out of the country
twice
• Really wants the Celtics to
win
• Is the oldest in the family
• Born in Ohio
• Loves office supplies
• Has been hit by a car
• Is a night owl
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Is the oldest in the family
Has 1 sister
Has 4 brothers
Born in Tennessee
Former Cheerleader
Has 3 Master’s Degrees
Must use colored pens
Brighton jewelry is a
must
Now It’s Your Turn
• Complete a spider for yourself…do NOT put your
name in the middle
• Use brief descriptions.
• When finished, turn over and place in the middle of
your table.
• When all at your table are finished, shuffle the
papers and everyone take one.
• Read the descriptions and make a note in the middle
of the paper whose you think it is.
• Rotate until you’ve read all papers.
• Identify your paper to the others.
• How many of you would be interested in
exploring a tool that can increase students’
attention by 10% and thus impact learning
significantly?
Research Study
• Stanford College
• College students listened to a lecture on
headsets and at the same time a PET Scan was
done. At the end of the presentation students
had to write what they remembered.
• 2 groups
– 1 who heard just straight lecture
– 1 who, at intermittent times, heard their name
interjected into the lecture at appropriate times
No Attention…
No Engagement…
No Learning!
Community Circle
C
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C
L
E
Choose a topic for discussion
Invite Students to Share
Review what was said
Compare similarities & differences
Look for patterns (summarize)
Extend Conversation
Group and Label
Sodium
Methane
Sand
Oxygen
Salt
Milk
Water
Gold
Chlorine
Mud
Hydrogen peroxide
Lead
Pepper
Carbon dioxide
Group and label
Elements
Sodium
Oxygen
Gold
Chlorine
Lead
Compounds
Mixtures
methane
sand
salt
milk
carbon dioxide
mud
hydro. Peroxide pepper
water
Is this the only way to group?
Group and Label
How Scientists Do Their Jobs
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Hypothesis
Explain
Known
Bias
Practice
Interpret
Hypothesis
Model
Ask
Share results
Previous knowledge
Preconceptions
Progress
Experiments
Testing
Compare
conclusion
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Wonder
Unknown
Facts
Interpret
Review
Correct
Wrong
Observation
Gather
Instruments
Analyze
Review
Explain
Evidence
Controlled conditions
Share results
Group and Label
Categories to Consider
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Looking for Answers
Communicating
Facts
Opinion
Improvements
Scientific guesses
Tools
What scientists do
How can I use this tools?
Spider and Groups & Labels
Teaching To, With, & About
Learning Style
• Using Style to….
– Teach To —Personalized and using what we know
about style to reach our students to help them
achieve.
– Teach With —Addresses all 4 Learning Styles. It is
a differentiated approach to instruction—less
personalized, supports & challenges students.
– Teach about —Making students aware of learning
styles. Enables students to become self-directed,
motivated, and tolerant of differences.
Who Are You as a Learner of Science?
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Where Do You Stand?
1. Most science teachers us a variety of teaching tools and
strategies to teach science.
2. Differences in scientific teaching styles account for 65% of
the reason that students are not successful in science.
3. Scientific achievement has little to do with current events,
voting, making business decisions, etc.
4. There is an inverse correlation between writing in science
and science achievement.
5. Success in science has more to do with feeling than with
thinking.
Where Do You Stand?
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6. Cooperative learning is highly effective strategy for learning
science.
7. Proficiency in scientific facts and vocabulary is more important
than understanding scientific concepts.
8. In the United States, science teachers cover more content in a
year than their counterparts in other countries whose students
score higher on international tests of science achievement.
9. Access to high-level scientific concepts is an important equity
issue.
10. Divergent thinking and creativity are more important in learning
in the humanities than in learning in science.
What is Scientific Literacy?
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What is Scientific Literacy?
means
Literacy in reading _______not
only being able
words
to pronounce and decode _______,
but also
comprehend
being able to read and ______________
what one reads.
same
Scientific literacy means the ________thing-having content knowledge and procedural
conceptual
skills as well as _______________
understanding.
60% of all new jobs beginning in the 21st century
require skills that are possessed by only 20% of
the current work force.
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Assessing Your Style
Learning goal: Participants will learn basic
characteristics (TEMPO) of the four Thoughtful
Classroom learning styles and how each style
addresses a component of scientific literacy.
Which of the following best represents you as a
learner of science? Explain your choice.
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Thinking in Similes
As a learner, I am most like a ____________
because…
As a learner, I am least like a____________
because…
Learners who choose the paperclip tend to think
of themselves as organized and efficient
learners. These learners love to build their
own competence and take a practical
approach to learning.
Does this sound like you? ___ yes ___no
Learners who describe themselves as
magnifying glasses tend to emphasize the
logical, knowledge-seeking, and problemsolving aspects of learning. These learners
love to ask questions and often take an
intellectual or analytical approach to learning.
Does this sound like you? ___ yes ___no
Learners who select the SlinkyTM tend to focus
on the playful and imaginative sides to
learning. These learners love to explore ideas,
ask “What if?”, and take a creative approach
to learning.
Does this sound like you? ___ yes ___ no
Learners who see themselves as teddy bears
tend to view learning as a warm and nurturing
process. These learners emphasize the human
story, the personal and conversational
elements of learning, and they look for ways
to connect their learning to their experiences
and values.
Does this sound like you? ___yes ___ no
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Imagine you’re a student and you’ve just
completed a unit on the Phases of Water
Which of the following tasks would you choose
to complete to show your understanding?
Which task would you avoid and why?
Draw a complete cooling curve for
water, with properly labeled axes.
Label each phase present. Explain the
behavior of the water molecule during
all portions of the curve.
Compare and Contrast the heating and
cooling curves of water. Be as detailed
and specific as possible.
You are a molecule of water. Write a
story describing yourself as you travel
along the cooling curve from one end
(100oC) to the other (0oC). Include in
your story what you look like and how
you feel at each portion of the curve.
Imagine if water froze at 50oC and
boiled at 87oC. Create a cooling curve
using the new data and draw pictures of
the water molecules’ change at each
stage of the curve.
Mastery
Interpersonal
Understanding
Self-Expressive
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Many of the students we are consigning to the dust
heaps of our classrooms have the abilities to
succeed. It is we, not they, who are failing. We are
failing to recognize the variety of thinking and
learning styles they bring to the classroom, and
teaching them in ways that don’t fit them well.
--Robert J. Sternberg
IBM Professor of Psychology and Education
Yale University
Which style(s) of learner is the most
prevalent in school?
Which style of learner do you think
is most successful in school? And
why?
Which style of learner would face
the greatest challenge(s)? And
why?
Mastery Learners
Interpersonal Learners
General Population 35%
General Population 35%
Students at risk: 12%
Students at risk: 63%
Understanding Learners
Self-Expressive Learners
General Population 15%
General Population 15%
Students at risk: 1%
Students at risk: 24%
Why do you think that there are so many more Interpersonal
learners in the at-risk population than in the general population?
How might you explain the fact that only 1% of at-risk students are
Understanding learners?
The Four Learning Styles
Mastery Learners
Want to learn practical information and procedures.
Like drills, lectures, demonstrations, and practice.
May experience difficulty when learning becomes too
abstract or when faced with open-ended questions.
Learn best when instruction is focused on modeling new
skills, practicing, and feedback sessions.
The Four Learning Styles
Understanding Learners
Want to use logic, debate, and inquiry to investigate ideas.
Like reading, debates, research projects, independent study,
making cases or arguments, asking “Why?”
May experience difficulty when there is a focus on the social
environment of the classroom (e.g., cooperative learning).
Learn best when they are challenged to think and explain their
ideas.
The Four Learning Styles
Self-Expressive Learners
Want to use their imaginations to explore ideas
Like creative and artistic activities, open-ended and nonroutine problems, generating possibilities and
alternatives, asking “What if?”
May experience difficulty when instruction focuses on
drill and practice and rote problem solving.
Learn best when they are invited to express
themselves in unique and original ways.
The Four Learning Styles
Interpersonal Learners
Want to learn about things that affect people’s lives.
Like group experiences, discussions, cooperative learning
activities, role-playing, and personal attention.
May experience difficulty when instruction focuses on
independent seat work or when learning lacks real-world
application.
Learn best when their teacher pays attention to their
successes and struggles.
Task Types
Mastery Tasks ask students to remember and
describe.
Sample task: Define and tell how to determine:
1. Density
2. Volume
3. Mass
Understanding Tasks ask students to reason
and explain
Sample task:
A box filled with feathers was easily carried
across the room by your classmate. Later,
the same classmate tied to carry the same
size box filled with stones. Using what you
understand about mass, volume, and
density, explain why your classmate
couldn’t move the stone-fille box.
Self-Expressive Tasks ask students to imagine
and create.
Sample task:
Imagine you are a machine that could
temporarily change either the volume, density,
or mass of anything. Choose one and write a
description of how this could alter life as we
know it.
Interpersonal Tasks ask students to explore
feelings and relate personally.
Sample Task:
Issues associated with mass, volume, and
density surround our lives. For each, think of a
time when the mass, volume or density of
something somehow made your life more
difficult. How did you deal with this difficulty?
Mastery
What are the four learning styles? For each style, provide two facts or details that
help describe the style.
Mastery:
1.
2.
Understanding:
1.
2.
Self-Expressive:
1.
2.
Interpersonal:
1.
2.
Understanding
Robert Sternberg’s research (2006) shows that
using multiple styles of teaching “produces
superior results” because it allows students to
“capitalize on their strengths and to correct or
compensate for their weaknesses, encoding
materials in a variety of interesting ways.”
What does Sternberg mean?
Explain briefly in your own words.
Many teachers spend as much as 60% of their
day asking questions, listening to answers,
and providing feedback.
Studies over the past two decades have shown
that effective questioning is positively
correlated with higher achievement among
students.
(Wilen & Clegg, 1986; Brualdi, 1998; Marzano, Pickering, & Pollock,
2001; Cotton, 2001; Marzano, 2007)
— effective questioning and
differentiation —
combined change classroom culture and design more
thoughtful lessons
Using a variety of questions to engage
different styles of thought allows teachers to:
differentiate instruction
enhance student thinking
and promote deep learning
What kind of question are you?
Where do answers come from?
Do we find answers or make them up?
Collecting Data
Arranging Data
Putting Data Together
Putting It All Together
Sensing
Relating (SF)
Feeling
Thinking
Remembering (ST)
Reasoning (NT)
Intuition
Rethinking (NF)
Mastery
SENSING
(Sensing and Thinking)
Interpersonal
(Sensing and Feeling)
Preferred mental operations include: remembering,
sequencing, and practicing.
Preferred mental operations include: empathizing, relating
personally, and exploring feelings and values.
Mastery questions ask students to:
• Recall
• Describe
• Sequence
• Provide examples
• Summarize
Interpersonal questions ask students to:
• Describe feelings and reactions
• Empathize
• Prioritize according to personal values
• Reflect
• Make decisions
THINKING
The Interpersonal style combines Sensing’s focus on
details with the subjectivity of Feeling.
Understanding
Self-Expressive
(Intuition and Thinking)
(Intuition and Feeling)
FEELING
The Mastery style combines Sensing’s focus on details with
Thinking’s objectivity.
The Understanding style combines the big-picture focus of
Intuition with the objectivity of Thinking.
The Self-Expressive style combines the big-picture
focus of Intuition with the subjectivity of Feeling.
Preferred mental operations include: reasoning,
interpreting, and proving.
Preferred mental operations include: imagining, predicting,
and reorganizing.
Understanding questions ask students to:
•Compare and contrast
•Prove or disprove
•Explain how or why
•Classify
•Infer
Self-Expressive questions ask students to:
•Associate
•Think divergently
•Develop metaphors
•Imagine or hypothesize
•Create or synthesize
INTUITION
When I ask questions in all
four styles, students’ interest
and attention almost always
increase.
You can really build students’ memories.
Questions give you the chance to repeat key
content, help you vary it by using different
styles and activities, and force students to “go
deep.” When you do this, students can
remember almost anything.
Esther R., High-school history teacher
Terri L., Fourth-grade teacher
Students learn how to think indifferent ways. They have
to remember, reason, create, and empathize.
Students’ comprehension
becomes deeper.
Kaz N., High-school English teacher
Alexis M., Middle-school
mathematics teacher
When you know how to recognize a
question’s style, you are better able
to select questions that fit precisely
with your lesson objectives and
outcomes.
Ty Q., First-grade teacher
Students’ thinking
expands.
Jay D., Fifth-grade
teacher
Students become more
engaged, more willing and
more eager to participate.
Chaundra B., Middle-school
science teacher
Identify the reasons the teachers gave for asking
questions in all four styles. Which of these
reasons is most compelling to you? Explain.
Why don’t more people ask questions in style?
Which of the four styles of questions is most like
a spatula? Which is most like an egg?
Which question in this activity is a Mastery
question? Which is an Understanding question?
How about the Self-Expressive and Interpersonal
questions—which ones are they?
As you tour the Question Museum think about:
 What goes on in your mind as you think about how you might
answer the questions?
Which questions attract you? Which questions turn you off?
Which types of questions would your students enjoy? Which
questions would they dislike?
Mastery
Understanding
Self-Expressive
Interpersonal
#1
Key Words:
What are
#__________
9
Key Words
#__________
15
Key Words
#__________
16
Key Words
Define
list
describe
11
#__________
Key Words
17
#__________
Key Words
Agree or
disagree?
Why?
Explain
10
#__________
Key Words
14
#__________
Key Words
18
#__________
Key Words
Be more like
design
Write a poem
8
#__________
Key Words
12
#__________
Key Words
13
#__________
Key Words
Based on your
life experience
Do you prefer
Interesting to
you
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#3
#__________
Key Words:
Key Words
Agree or disagree
Evidence to
support your
position
explain
#2
Key Words:
How is ____
like ___? (simile)
5
#__________
Key Words
#4
Key Words:
Hardest for you.
Easiest for you.
7
#__________
Key Words
create
What come to
mind when you
think
#__________
20
Key Words
input
19
#__________
Key Words
Similarities and
differences
Mastery
Understanding
Self-Expressive
Interpersonal
#1
Key Words:
What are
#__________
Key Words
#__________
Key Words
#__________
Key Words
#__________
Key Words
#3
#__________
Key Words:
Key Words
Agree or disagree
#__________
Key Words
#__________
Key Words
#__________
Key Words
Evidence to
support your
position
#2
Key Words:
How is ____
like ___? (simile)
#__________
Key Words
#__________
Key Words
#__________
Key Words
#__________
Key Words
#4
Key Words:
Hardest for you.
Easiest for you.
#__________
Key Words
#__________
Key Words
#__________
Key Words
#__________
Key Words
Summarizing the Four Styles of Questions
Mastery questions focus on
remembering key content and skills.
They ask students to:
Recall
Describe
Sequence
Provide Examples
Summarize
Understanding questions get
students to think about concepts, big
ideas, and generalizations. They ask
students to:
Compare and contrast
Prove or disprove
Explain
Classify
Infer or interpret
Interpersonal questions help
students make personal connections to
the content. They ask students to:
Describe feelings and reactions
Empathize
Value or prioritize
Reflect
Make or evaluate decisions
Self-Expressive questions stimulate
students’ imaginations. They ask students
to:
Associate
Think divergently
Develop similes and metaphors
Imagine or hypothesize
Create or synthesize
How can I use this tool?
ThoughtWork:
Before the Next Session
Name the four questioning styles
and provide an example of each
style of question for science.
Before this instruction I
thought…
Now I think…
Compare another model for
classifying questions (e.g., Bloom’s
Taxonomy, Webb’s Depth of
Knowledge model) with the style
model. How are they similar? In
what ways do they differ?
How is asking questions in
four styles like scoring runs in
baseball?
The TEMPO of Learning Style
Each Learning Style has its own TEMPO, beat, and rhythm.
Together they make…
THINKING GOAL
ENVIRONMENT
MOTIVATION
PROCESS
OUTPUT
Mastery
Understanding
Self-Expressive
Interpersonal
Competence
MASTERY
(Sensing plus Thinking)
T
E
M
P
O
Remember factual details and recall specific
information.
Clear expectations and businesslike
Success
Step-By-Step
Objective questions that have one correct
answer
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ST Mastery Learner
• Turn over your note making paper
• Quickly jot down as many characteristics as you can
think of about Mastery learners and teachers
• Compare with your neighbor. You get a point for
each characteristic you have that your neighbor
does not have.
UNDERSTANDING
(Intuition plus Thinking)
T
E
M
P
O
Reason and think creatively
Critical thinking and big ideas
Curiosity
Doubt-By-Doubt
Explanations and proof; analyze and
critique ideas
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NT Understanding Learner
STOP and Think!
When it comes to reaching Understanding
learners, teachers should avoid confusion
and aim for clarity.
Agree or disagree?
Explain your response.
SELF-EXPRESSIVE
(Intuition plus Feeling)
T Reorganize ideas and think creatively
Colorful,
creative,
choice
E
M Originality
Dream-By-Dream
P
O
Explore possibilities and generate creative work
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NF Self-Expressive Learner
How is a Self-Expressive learner like a butterfly?
If Self-Expressive learners are like butterflies, what
approaches might you use to support, engage, and
motivate these learners in the classroom? Be
creative and generate as many possibilities as you
can.
INTERPERSONAL
(Sensing plus Feeling)
T
E
M
P
O
Relate personally to the content material and share
feelings
Friendliness and real-world connections
Cooperation
Friend-By-Friend
Consider their personal experience, beliefs and values
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SF-Interpersonal Learner
Good news, bad news:
Your principal tells you have a new
student in your classroom.
The good news is that you can choose
the style of your new student.
Which style would you choose and why?
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Comprehension Menu: TEMPO
Mastery (ST)
Are you ready for a little friendly
competition?
In the space below, jot down five
characteristics (the TEMPO) of a Mastery
Learner. Do this from memory—do NOT
peek at your notes! When you finish writing,
compare your list with that of your neighbor.
Work together to check your work, and give
yourselves one point for every correct
answer. See who has the most points.
Understanding (NT)
When it comes to reaching Understanding
learners, teachers should avoid confusion
and aim for clarity. Agree or disagree?
Explain your response.
Interpersonal (SF)
Imagine that a new student will be joining
your class next week. What style of learner
would you prefer this student to be?
___________ Explain why you feel this way.
Self-Expressive (NF)
How is a Self-Expressive learner like a
butterfly?
If Self-Expressive learners are like butterflies,
what approaches might you use to support,
engage, and motivate these learners in the
classroom? Be creative and generate as
many possibilities as you can.
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Why teach with style in mind?
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Builds motivation
Enhances recall and memory
Teaches good thinking
Increase student’s depth of knowledge
More engaging and effective lessons
85
What influences your teaching style?
• Content?
• Students?
• Your own learning style?
Reflecting in Style
Three ideas from our
work today:
Before today I thought:
Now I think:
One thing I would tell a
friend about this workshop:
My learning experience is
best described as a sunset,
riding a bike, a walk in the
park, mountain climbing.
Pick one and explain