Providing for Individual Differences

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Providing for Individual Differences : 

Providing for Individual Differences A Presentation Brandon Cruz

Presentation Overview : 

Presentation Overview Administrative Provisions for Differences in Students Matching Teaching Styles to Learning Styles Activity One: True Colors Differentiating Assignments Individualizing instruction Activity 2 Remedial Teaching

An introduction to Individual differences : 

An introduction to Individual differences The Nature of humanity IS diversity Socioeconomic backgrounds Physical Features Culture Ideals Abilities Experiences Beliefs Attitudes

…it is a Teacher’s job to — : 

…it is a Teacher’s job to — Provide adaptive lessons to encourage and ensure learning Address the different Goals Study habits Content interests And all other aspects of learning that are shaped by the individual needs of the student

Activity OneTrue Colors : 

Activity OneTrue Colors Rank each word cluster with 1-4, 1 being least important and 4 being most important Total the numbers in each category to determine your personal color

I am BLUE : 

I am BLUE My student learning style is: Interactive I am verbal and good with languages I am imaginative and abstract I am social and work best in group settings I am sensitive to rejection and to conflicts with teachers I am dramatic

I am GREEN : 

I am GREEN My student learning style is: Independent I am logical I am theoretical I am curious I conceptualize I am driven to understand I learn best independently I need to be immediately challenged

I am ORANGE : 

I am ORANGE My student learning style is: Competitive I learn by doing I like tools I am impulsive I am physical I like being on stage I am a competitor I like immediate results I am a hands-on type person

I am GOLD : 

I am GOLD My student learning style is: Structured I prefer useful subjects I thrive on routine and orderliness I am punctual and dependable I think problems through before making a decision I respect rules I have a strong sense of right and wrong I respect the institution of the school

Administrative Provisions for Difference in Students : 

Administrative Provisions for Difference in Students Variety of curricula Homogenization of students Other schemes including Offering elective courses Continuous promotion Non graded classes Grade skipping/repeating Flexible school days

Learning Styles & Teaching Styles : 

Learning Styles & Teaching Styles A learning style, as defined by NASSP is the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Teaching styles are an instructor’s beliefs in what constitutes good teaching, personal preferences, their abilities, and the norms of their particular discipline

Students and Teachers Application of True Colors : 

Students and Teachers Application of True Colors Each student type will react and interact with each teacher type differently Remember, diversity is human nature

Blue Student : 

Blue Student Orange Teacher: direct criticism and comments may cause friction Gold Teacher: student’s need to socialize may be disruptive Green Teacher: difference in values may cause friction

Green Student : 

Green Student Orange Teacher: may be conflict because of lack of concern for immediate action Gold Teacher: Friction with cooperation because of student questioning rule logic Blue Teacher: Student may appear as a know it all, may offend other students

Orange Student : 

Orange Student Gold Teacher: Student may rebel against rules and desired classroom order Green Teacher: student might see teacher as unapproachable and too theoretical Blue Teacher: provides a good environment and amount of activities to keep the student entertained and motivated to learn

Gold Student : 

Gold Student Orange Teacher: major clash in values can be very problematic Green Teacher: some confusion may rise from teacher’s directions and value for independent, creative thinking Blue Teacher: will respond well if a regular and predictable schedule is maintained

Differentiating Assignments : 

Differentiating Assignments Arrange by length of Difficulty Arrange by the type of work Accepting different signs of achievement Grouping within the Classroom

Individualizing Instruction : 

Individualizing Instruction Acceleration and Enrichment Continuous Progress Plans Mastery Learning Completely Differentiating the Work Conducting the Class as a Laboratory

True Colors (continued) : 

True Colors (continued) So what kind of teaching style do you think you have?

I am BLUE : 

I am BLUE My teaching style is: Student Oriented I use my imagination as a teaching tool I involve my students in the learning process I seek to create harmony in the classroom I am best when I can use individualized instruction I am concerned about the whole student I operate a democratic classroom

I am GREEN : 

I am GREEN My teaching style is: Subject Oriented I seek answers to nature’s enigmas and encourage my students to do the same I am interested in the development of my student’s intelligence I enjoy inspiring students to stretch their intellects I present instructional materials in a logical manner I use a cause and effect approach to develop the reasoning ability of my students

I am ORANGE : 

I am ORANGE My teaching style is: Action Oriented I am an exciting innovator My teaching style is dynamic and under planned I provide a variety of action experiences I teach in the here and now I deal quickly with concrete problems My direction is dramatic and spontaneous

I am GOLD : 

I am GOLD My teaching style is: Institution Oriented I have a well-established classroom routine I am a firm and fair disciplinarian I foster and reward delegated responsibility I encourage team effort I organize and structure the learning process in a step-by-step fashion I preserve and transmit cultural heritage within the institution

Remedial Teaching : 

Remedial Teaching Targets at-risk/high-needs students Designed to concentrate directly on the student and their needs Requires student-focus orientation Reiterates covered material that students have not well learned as a majority or at an individual level

Sources : 

Sources Bloom, Benjamin. "Mastery Learning -Notes from Benjamin Bloom lecture [ACSA, April, 1987]." ACSA. Apr. 1987. Clark, Leonard, and Irving S. Starr. Secondary and Middle School Teaching Methods. New York: Alpha Books, 1995. Gaustad, Joan. "Non graded primary Education, ERIC Digest #74." ERICDigests.org. Aug. 1992. Nov. 2008 <http://ericdigests.org>. "Teaching and Learning." VuDAT (Virtual University Design & Technology). 14 Dec. 2006. Michigan State University Board of Trustees. Nov. 2008 <http://vudat.msu.edu/home/>.

Other interesting things : 

Other interesting things Http://true-colors.com/TCSite/index.html True Colors web page