Transcript Slide 1
FYI: Pedagogy • The study of teaching and learning, especially as it relates to children and adolescents. • Andragogy is the study of teaching and learning as it relates to adults. Learning Styles Learning Style • How a person perceives and processes information • Individuals have “preferred” learning styles, e.g., visual (seeing), kinesthetic (tactile), and auditory (hearing) Visual Learners • Think in pictures and learn best from visual displays • Depend on the teacher’s body language and facial expression to fully understand • Prefer to sit near the front of the classroom • Frequently take detailed notes Tactile/Kinesthetic Learners • Learn best through a hands-on, active approach • Prefer to explore and interact with the physical world around them • May find it hard to sit still, and may become distracted easily Auditory Learners • Learn best through listening • Interpret the underlying meanings of speech by listening to tone, pitch, emphasis, and speed • Often benefit from reading aloud • May not understand written information until they hear it Many Believe that People Learn About . . . • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they hear and see • 70% of what they say • 90% of what they say as they do Multiple Intelligences Howard Gardner Harvard University Why are some students “smarter” than others? MI Theory . . . biology gave them a better brain for that [kind or type] intelligence or because their culture gave them a better teacher. (Howard Gardner) MI Theory When I talk about understanding . . . students can take ideas they learn in school, or anywhere for that matter, and apply those [ideas] appropriately in new situations. (Howard Gardner) This is called Transfer of Learning Contextual Teaching and Learning (Taken from Cerebral Context, Parnell, 1996) For teaching to be truly effective, the student must be motivated to connect the content of knowledge with the context of application, thus utilizing the ability of the thinking brain to solve problems and to assimilate that knowledge in a way that can be useful in new situations . . . Contextual Teaching and Learning (Taken from Cerebral Context, Parnell, 1996) Learning that is connected and contextual has greater potential for creating a deeper understanding by students and increases the likelihood of students transferring their learning to future experiences. MI Theory We know people truly understand something when they can represent the knowledge in more than one way. (Howard Gardner) Name 3 . . . MI Theory . . . let’s never pin our assessment of understanding [e.g., testing] on just one particular measure . . . allow students to show their understanding in a variety of ways. (Howard Gardner) For example, through Authentic Assessment such as performance of a task or skill MI Theory Intelligence is the ability to produce a product or to solve a problem that has value in one or more cultures [or cultural contexts]. (Howard Gardner) MI Theory: The Eight Intelligences . . . (Howard Gardner) • Linguistic • Logical-mathematical • Spatial • Bodily kinesthetic • Musical • Interpersonal* • Intrapersonal • Naturalist* Interpersonal Intelligence • Understanding other people – their needs, interests, desires, and especially what motivates them • This intelligence is essential for a teacher to have and to cultivate . . . Interpersonal Intelligence • What component of an agricultural education program is “fertile ground” for students to demonstrate this intelligence and to develop it further? Naturalist Intelligence • Understanding the natural world and enjoying interaction with plants and animals Naturalist Intelligence • These individuals can easily detect naturally occurring patterns, and readily discriminate between different species, types, and kinds Identify Your Intelligences • Visit the following Web site: http://literacyworks.org/mi/flash.html Also, for Friday’s Class . . . • Do an Internet search for the following terms/concepts: • Learning Environments • School and Classroom Climate Be prepared to share and discuss your findings.