Provide an analysis of how you would provide for the diversity of learning styles and ensure that deep learning occurs in all students when teaching a lesson.
Howard Gardner's Multiple Intelligences Theory
1 linguistic Intelligence which involves a sensitivity to spoken and written language.
- 2 Logical Mathematical Intelligence which consists of the capacity to detect patterns, reason deductively and think logically.
- 3 Musical Intelligence involves skills in the performance, composition and appreciation of musical patterns.
- 4 Bodily / kinesthetic Intelligence the potential of using ones whole body or parts to solve problems.
- 5 Spacial Intelligence involves the potential to recognise and use the patterns of wide space and more confined areas.
- 6 Interpersonal Intelligence , the capacity to understand the intentions, motivations and desires of other people.
- 7 Intrapersonal Intelligence, the capacity to understand ones self, to appreciate ones feelings, fears and motivations.
Merrill gives understanding and meaning to what our tasks and learning experiences must strive to achieve, but we as teachers need to incite passion for our students learning, engage our students to intrinsically want more information, support our students, to make responsible choices about their education, guide them to research and challenge using all forms of research material eg. Digital media, Galleries and excursions etc. Teach our Students to embrace their world and as teachers we should promote and build strong valued Class and school communities so our students can experience their higher learning and educational experiences in a safe, creative environment.
Merrill's first and central principle of instruction is task-centered learning. Task centered learning is not problem-based learning, although it shares some features.
A task is a problem that represents a problem that may be encountered in a real-world situation. Learning objectives or samples of the types of problems learners will be able to solve at the end of the learning sequence may also substitute for a problem. A progression through problems of increasing difficulty are used to scaffold the learning process into manageable tiers of difficulty.
- The five principles of instruction (Merrill, 2006)
What this theory addresses is that need as teachers not to forget Blooms and the three principles that now sit on top,Analyse, Synthesis, Evaluate.
For Deep learning or intrinsic learning to occur as teachers we must enhance the social interaction of our students and embrace, Vygotski's social peer Collaborative learning and guide our students to the Zone ZPD . Make sure our lessons provide time to take these next steps to what we define as higher learning , by promoting, demonstrating and applying Analyse, Synthesis, Evaluate with tasks that intrinsically attracts the students interests and creativity in their Learning and Choices, play and fun.
I would like to mention briefly for merit and for acknowledgment the other theorists who provide ideas about how children learn and develop, ideas that connected in my teaching beliefs and valves. Hattie shows us how to be an expert teacher, the difference of experience, the merit of feedback, what power the student and teacher combination hold.
Wheatley for her ideas on emerging communities, group activities and problem solving.
When we seek for connection, we restore the world to wholeness. Our seemly separate lives become meaningful as we discover how truly necessary we are to each other" Margret J Wheatley.
Steiner, Piaget Glasser Choice theory, Maslow education theories building relationships.
To ensure deep learning occurs our lessons must include activities and tasks that are clearly understood, have timing and smooth flow between tasks , time to recap, revise ,share, assess and time to create and evaluate. Our lessons must allow individual intelligences to engage and reflect, group and collaborative learning experiences as well as connection to lesson, program,outcomes, life skills and the interests of the student.
There are a vast number of educational Tools available to teachers today.
INDIVIDUAL tasks
Creative note taking by providing choices in materials eg. paints. colour pencils, charcoals, felt and crayons assemblage material for Diaries colour and assorted papers and ribbons, inks.
the computer technology allows teachers to guide our students to shared learning environments, endless art works, artists what is Art and Design world, what is happening and where . this medium offers so many opportunities for students to test and research further through the use of educational sites, games, Quiz, Quests, research tasks.
The evolving programs computers offer Art and design Students eg. iphoto, photoshop, specific sound and image programs eg. imovie, garage band,etc
Appropriation and manipluation of images
Presentation Tasks.
The Teacher providing written and oral feedback as well as peer and self assessment allows for students to deepen their learning.
GROUP AND COLLABORATIVE Learning.
computer tasks and multi media tasks,
collaborative Art and Design works.
there are many games and activities available to teachers creating fun freedom and empower our students learning.
Quests , Debates discussions, mind maps, storming,
Group Porjects, Presentations and evaluations and assessments
Jigsaw Strategy
Jigsaw Cooperative Groups
JIGSAW GROUPS FOSTER UNDERSTANDING among students from a variety of racial, ethnic, and educational backgrounds. This learning method enables teachers to effectively respond to a diverse student population by promoting academic achievement and cross-cultural understanding. Jigsaw groups facilitate learning because each student is responsible for a particular piece of a task and then is responsible to contribute his/her portion of the task to bring about mutual interdependence.
The Set Up
To create five groups of four students, have each student sit in his/her regular seat and number off each student one through five. Next, call all students that were given the number one to sit at a table together, then the twos, threes, etc. The groups should be diverse in terms of gender, ethnicity, race, and ability.
Student and Group Roles
Divide the task into four segments. For example, in a project about the California Gold Rush, you may divide the lesson into the following topics: 1) Businesses that began as a result of the Gold Rush, 2) How they panned for gold, 3) Who were the gold seekers who moved to California, and 4) Where were the successful gold mines.
Assign each student in each group one of the four segments. Students who are assigned the same segment may meet to form an "expert group." The members of each expert group work together to learn the topic, making sure each member understands the information. During this time, the experts construct a plan to teach their topic to the members of their jigsaw cooperative group.
Final Outcome
Students then return to their jigsaw cooperative group. Each student teaches his or her topic to the members of the group. There is a sense of positive interdependence among the members of the groups. To demonstrate knowledge, each jigsaw group may present a summary of their understanding to the whole class.
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