Learning: Strategies, Styles, and Intelligences

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Learning Strategies, Styles, and Intelligences
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• Reaching Every Child Learning Strategies,
  Styles, and Intelligences
• April, 2005

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Worksheets Dont Grow Dendrites by Dr. Marcia L.
Tate

• This book was written in response to Dr. Tates
  interest in brain-based learning and how students
  learn.
• The premise is that students do not learn best
  when worksheets are the primary type of
  instruction.
• 20 teaching strategies that enable learning to
  take place are presented.

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Brainstorming Discussion

• Learning increases when students have the
  opportunity to talk about it in their own words
  to make it their own.
• Students drive their own learning.
• Students have an opportunity to find out more
  about the initial topic.

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Drawing Artwork

• Students enrolled in visual arts programs,
  including painting classes and sculpture,
  consistently report gains in self-discipline,
  work ethic, and teamwork. (Jensen, 2001)

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Field Trips

• Students experience a greater benefit when the
  educational experience is closer to reality.
  (Millan, 1995)
• The field trip must be lined to a curricular
  objective. (Millan, 1995)
• On a trip to the zoo, treat the zoo as a
  laboratory. Have students determine the habitat
  for the animal, locate where in the world it is
  from, look at locomotion, etc.

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Games

• Play is the brains link from the inner world to
  reality and the foundation of creativity.
  (Jensen, 2001)
• http//www.sheppardsoftware.com/web_games.htm
• http//jigzone.com
• Learners of all ages enjoy gaming and find that
  they retain more of the information.

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Graphic Organizers

• Mind mapping engages all the brains functions
  and captures the total picture. (Buzan Buzan,
  1994)
• Graphic Organizers help students make content
  connections that show how the information is
  related. (Kagan, 1998)

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http//curry.edschool.virginia.edu/go/edis771/note
s/graphicorganizers/graphic/
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Humor

• A good laugh has the ability to lower brain and
  body stress resulting in a better learner.
  (Jensen, 1995)
• Researchers at Stanford University have
  discovered that laughter causes biochemical
  changes in the body resulting in an increase of
  the bodys production of neurotransmitters
  necessary for alertness and memory. (Jensen,
  1995)

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Manipulative, Experiments, Labs, Models

• There should be materials in the classroom that
  provide opportunities for students to manipulate,
  build, or encounter other hands-on-experiences.
  (Armstrong, 1994)
• http//matti.usu.edu/nlvm/nav/vlibrary.html

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Metaphors, Analogies, Similes

• Metaphors link abstract, difficult to understand
  concepts with personal experiences and promote a
  sense of creativity. (Whitin and Whitin, 1997)
• The essence of a metaphor is understanding and
  experiencing one kind of thing in terms of
  another.

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• In all aspects of life, ... we define our reality
  in terms of metaphors and then proceed to act on
  the basis of the metaphors. We draw inferences,
  set goals, make commitments, and execute plans,
  all on the basis of how we in part structure our
  experience, consciously and unconsciously, by
  means of metaphor
• Ex A seed is planted in my mind which I
  nurture with water and sun in the faith that it
  will sprout and grow.

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Mnemonic Devices

• Mnemonic tools work because they provide the
  brain with powerful cues for recalling chunks of
  information. (Markowitz Jensen, 1999)
• http//www.bucks.edu/specpop/sitemap.htm
• Ex. HOMES (Huron, Ontario, Michigan, Erie,
  Superiorthe 5 Great Lakes)

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Movement

• Movement involves more of a students brain than
  does seatwork since movement accesses multiple
  memory systems. (Jensen, 2001)
• Neuronal connections made through movement help
  children develop the neuronal systems they will
  need when ready to read. (Hannaford, 1995)

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We are all kinesthetic learners!

• Adults, like small children need to move every 10
  minutes.
• Middle school students need to move every 10-15
  minutes.
• High school students need to move every 15-20
  minutes.
• Cross-over games (left to right) engage both
  sides of the brain.

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Music, Rhythm, Rhyme, and Rap

• Music activates and synchronizes neural networks
  which increases the brains ability to reason
  spatially, think creatively, and perform in
  generalized mathematics. (Jensen, 2001)
• Brain scans taken during musical performances
  show that virtually the entire cerebral cortex is
  active while musicians are playing. (Weinberger,
  1998)

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Project-Based Instruction

• Brain research is confirming what many teachers
  already know When learning is linked to
  real-life experiences, students retain and apply
  information in meaningful ways. (Westwater
  Wolfe, 2000)
• http//pblmm.k12.ca.us/PBLGuide/WhyPBL.html

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Reciprocal Teaching Cooperative Learning

• A student struggling to make sense of an idea may
  understand it better when it is explained by a
  peer (who only recently figured it out him or
  herself) rather than by an adult. (Kohn, 1999)
• http//edtech.kennesaw.edu/intech/cooperativelearn
  ing.htm

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Role Plays, Drama, Pantomimes, and Charades

• The use of role play makes learning more
  enjoyable, gives learners more choice and
  creativity, and results in little pressure from
  evaluation. (Jensen, 1995)
• http//pirate.shu.edu/depierjo/dramatics_and_role
  _playing.htm
• Early learners learn through playkitchens,
  housekeeping, dress up, etc.

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Storytelling

• Storytelling, following intense learning, allows
  the brain to relax and mor3 easily retain the
  newly acquired material. (Jensen, 2000)
• http//www.forsyth.k12.ga.us/kadkins/spreadsheet.h
  tm
• Tell me a fact and I'll learn. Tell me the truth
  and I'll believe. But tell me a story and it will
  live in my heart forever. Indian Proverb

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Technology

• Computer technology and databases are crucial for
  actively engaging students in conducting
  research, accessing information and using
  resources to problem-solve or answer questions
  (Darling-Hammond, 1994)
• http//www.forsyth.k12.ga.us/kadkins/spreadsheet.h
  tm

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Visualization Guided Imagery

• Visualizing is a comprehension strategy that
  allows readers to make the words real, like
  playing a movie of the text inside your head.
  (Keene Zimmerman, 1997)

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Visuals

• Since 90 of the brains sensory input comes from
  visual sources, it stands to reason that the most
  powerful influence on learners behaviors is
  concrete, visual images. (Jensen, 1994)

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Work Study Apprenticeships

• Adolescents schoolwork must carry them into the
  dynamic life of their environments.
• Any connection that you can make between
  learning and real life situations will be more
  likely to be remembered.

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Writing Journals

• Writing journals, newspaper articles, editorials,
  essays, posters, or short stories are examples of
  ways to access emotional memories. (Sprenger,
  1999)
• Teaching students to use writing to organize
  their ideas about what they are reading is a
  proven procedure that enhances comprehension for
  text. (NRP, 2000)

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