Effectively Affective

1
Effectively Affective

• Supporting all students in a balanced literacy
  program.

2
Outside Your Comfort Zone

• Learning in your dominant style
• Reflections?
• Learning in other styles
• Reflections?

3
Mastery Style

• AKA Sensing Thinking
• Remember facts
• To the point
• Organize and sequential
• Porcedures and guidelines
• Tangible outcomes
• Strives for accuracy
• How do I do it? When is it due?

4
Interpersonal

• AKA Sensing Feeling
• Spontaneous
• Works on hunches
• Aware of others feelings
• Human interaction
• Persuades people
• Personal connections
• Humanistic, interactive, and friendly

5
Understanding

• AKA Intuitive Thinking
• Organize and synthesize information
• Judgments based on logic
• Logical analysis
• Recalls information
• Evidence
• Think and prove!

6
Self-Expressive

• AKA Intuitive-Feeler
• Makes connections
• Sees the bigger picture
• Variety
• Concerned with beauty, form and symmetry
• Thinks about the future
• Adaptive
• Solves problems that have not happened with tools
  that have not been invented.

7
Behavior Within Learning Styles

• Introversion quiet, works alone, listens, detail
  oriented
• Extroversion variety, action, talkative,
  dislikes complicated procedures
• Reflective processes information, lets
  information settle
• Active learns and instantly applies

8
Role of the Teacher

• Mastery (ST) Presenter guided practice to
  mastery
• Interpersonal (SF) Facilitator students learn
  together, teacher is on same level
• Understanding (NT) Challenger evoke curiosity
• Self-Expressive (NF) Resource

9
Reading Demonstration

• Mastery
• Explain objective of lesson sequentially
• Give immediate feedback

10
Reading Demonstration

• Interpersonal
• Make text connections (Mosaic of Thought)
• Choose texts where students will have schema
• Praise!

11
Reading Demonstration

• Understanding
• Ask teasers
• Use yes, but why? How come? How do you
  know?
• Encourage students to explain evidence or prove
  their ideas

12
Reading Demonstration

• Self-Expressive
• Take time to encourage mental imagesoften
  drawing your own. Let students come up and draw
  theirs. This creates an audience which NFs love.
• Be creative!
• Read like your on stage!

13
Modifiers

• Introverts
• Use proper wait time.
• Extroverts
• Encourage sharing

14
Shared Reading

• Mastery
• Occasionally recap events of the story.
• Write down important points in a journal or on
  the board.

15
Shared Reading

• Interpersonal
• Use think-pair-shares
• Positive feedback

16
Shared Reading

• Understanding
• Stop often to hypothesize and make predictions
• Ask higher order questions

17
Shared Reading

• Self-Expressive
• Make sure criteria is established
• Once again, it is always a performance

18
Modifiers

• Introverts
• Allow time for reflection
• Extroverts
• Use variety
• Encourage interactive activities during shared
  reading such as having students read aloud, or
  use have students highlight words on their own
  paper or with highlighter tape in the big book

19
Guided Reading

• Guided Reading rocks because all four learning
  styles are engaged!
• BREIFLY introduce (ST)
• Set purpose (ST, NT)
• Encourage connections (SF)
• Inferences (NT, NF)
• Brief discussion (ALL)

20
Independent Reading

• Always Introduce
• You can read a short story or poem, or Bless the
  Books
• One on one
• Allow time for sharing
• Mystery Books (kids love novelty)

21
Multiple Intelligences

• All students can learn in any intelligence, but
  some intelligences are more developed, and
  students for more confident within them. This is
  also true with Learning Styles we can learn in
  many ways, but we have dominant styles. It is
  important to teach using all styles and
  intelligences to eliminate dependency in one
  particular area.

22
Verbal-Linguistic

• Discussions
• Debates
• Journals
• Conferences
• Essays
• Stories
• Reading
• Listening

23
Logical-Mathematical

• Calculations
• Experiments
• Comparisons
• Number games
• Evidence
• Forming/testing hypotheses

24
Spatial

• Concept maps
• Graphs
• Charts
• Art projects
• Metaphors
• Visualization
• Videos
• Slides
• Visual Representations

25
Musical

• Playing music
• Singing
• Rapping
• Clapping

26
Bodily-Kinesthetic

• Role-playing
• Dancing
• Athletics
• Manipulatives
• Hands-on
• Demonstrations

27
Interpersonal

• Community Projects
• Discussions
• Group work
• Peer tutoring
• Conferences
• Social activities
• Sharing

28
Intrapersonal

• Student choice
• Journals
• Self evaluation
• Personal instruction
• Independent study
• Discussing feelings
• Reflecting

29
Naturalist

• Ecological field trips
• Environmental study
• Caring for plants and animals
• Outdoor stuff
• Pattern recognition

30
Lesson Plans

• Plans are highly effective when learning styles,
  multiple intelligences, literate processes,
  tasks, and brain networks are in mind when
  creating units or plans.

31
Literate Processes

• Listening
• Speaking
• Reading
• Writing
• Viewing
• Visually Representing

32
Brain Networks

• Recognition (seeing a word)
• Strategic (using the word in a sentence)
• Affective (personal connection)

33
Network Enabling

• Recognition networks enable us to identify and
  understand information and concepts because they
  are specialized to sense and assign meaning to
  patterns we see, hear, taste, touch, and smell.
• Strategic networks enable us to plan, execute,
  and self-monitor actions and skills
• Affective networks enable us to engage with
  learning because they are specialized to evaluate
  the significance of patterns and impart emotional
  significance to them.

34
Supporting Brain Networks

• 1. To support diverse recognition networks,
  provide multiple, flexible methods of
  presentation.2. To support diverse strategic
  networks, provide multiple, flexible methods of
  expression and apprenticeship.3. To support
  diverse affective networks, provide multiple,
  flexible options for engagement.

35
Naïve Tasks

• Naïve tasks burn the most amount of glucose in
  the brain. The tasks are characterized by the
  introduction of something new. The brain,
  however, can be exercised into frustrational
  levels.

36
Practiced Tasks

• Practiced tasks require the least amount of brain
  activity therefore resulting in the lowest
  glucose burn. This means the students can
  automatically complete the task. For example,
  drill and practice of a concept mastered by the
  student.

37
Novel Tasks

• Novel tasks burns slightly less glucose than
  naïve tasks. Essentially, the task itself is the
  same, and the content changes. A great example of
  a novel task is readers theatre. Each week the
  framework consistent, yet the content is
  ever-changing.

38
Integration of LS and MI

• Styles and intelligences overlap. For example, a
  student may be an Interpersonal learner engaging
  in a debate using the Verbal-Linguistic
  Intelligence.
• The Unit Audit

39
Deeper Reading

• Deeper Reading Response A Template for Teachers
  http//www.readwritethink.org/lessons/lesson_view.
  asp?id156

40
References

• Silver, H. F., Strong, R. W., Perini, M. J.
  (2001). Learning style/multiple intelligences
  checklist. Woodbridge, NJ The Thoughtful
  Education Press.
• Silver, H. F., Strong, R. W., Perini, M. J.
  (2000). So each may learn Integrating learning
  styles and multiple intelligences. Alexandria,
  VA Association for Supervision and Curriculum
  Development.
• Laureate Education (Executive Producer). (2001).
  Learning differences Effective teaching with
  learning styles and multiple intelligences
  Educational video. Los Angeles Author.
• Gardner, H. (1993) "Multiple Intelligences The
  Theory Into Practice." New York Basic Books.