Top Banner
Walk a Mile in a Child’s Shoes Understanding the non-traditional learner
20

Walk a Mile in a Child’s Shoes

Jan 07, 2016

Download

Documents

Ms Hudson

Walk a Mile in a Child’s Shoes. Understanding the non-traditional learner. Think of a child: someone who is a mystery to you…. Try to walk in her shoes today. Some Assumptions. Some of you are glad to be here and are looking forward to learning. - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Walk a Mile in a Child’s Shoes

Walk a Mile in a Child’s Shoes

Understanding the non-traditional learner

Page 2: Walk a Mile in a Child’s Shoes

Think of a child: someone who is a mystery to you…

Page 4: Walk a Mile in a Child’s Shoes

Some Assumptions

Others wish that they just had the day off and are perfectly satisfied with what they know.

Some may be worried that they will be found lacking.

Some may be distracted by issues outside this room.

Some may know a great deal about this topic already.

Others may think it has nothing to do with them.

Some of you are glad to be here and are looking forward to learning.

Page 5: Walk a Mile in a Child’s Shoes

In other words

• You are just like your students

Page 7: Walk a Mile in a Child’s Shoes

Learning research

All people learn best when the material is just challenging enough.

If your energy is being spent in dealing with difficult emotions (anxiety, fear…) you will have little left for learning.

Page 8: Walk a Mile in a Child’s Shoes

Outline of the day

• Introduction 9:00• Ruben Gur: Brain research• Film • Break 10:45• First session 11:00• Lunch 11:45• Second session 12:45• Third session 1:30• Wrap up 2:15

•No pre-visit instruction•Background instruction•Review of schedule

1. Review of schedule2. Background instruction3. No pre-visit instruction

Page 9: Walk a Mile in a Child’s Shoes

Introduction of guest experts

• Ruben Gur: doctor of neuropsychiatry at the University of Pennsylvania.

• Sandra Howze: founder of Stratford Friends School, the first Quaker school for children who learn differently.

• Mariendl Hufford: director of the Center for Learning, Teaching and Professional Development at Woodlynde School.

Page 10: Walk a Mile in a Child’s Shoes

From the mission statement

Ultimately, the Baldwin community aspires to cultivate in each student the ability and the courage to continue giving and growing as a continue giving and growing as a scholarscholar, , a woman and a human being.

Page 11: Walk a Mile in a Child’s Shoes

Children learn what you do, not what you say.

• Be the life long learner

you want your students

to be.

• Keep an open mind

about the activities

today.

Page 12: Walk a Mile in a Child’s Shoes

Differentiated Instruction

• Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.

Page 13: Walk a Mile in a Child’s Shoes

• To differentiate instruction is to recognize students' varying – background knowledge, – readiness, – language, – preferences in learning, – and interests,

• and to react responsively.

Page 14: Walk a Mile in a Child’s Shoes

• Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.

• The intent of differentiating instruction is to maximizemaximize each student’s growth and individual success by meeting each student where she is, and assisting in the learning process.

Page 15: Walk a Mile in a Child’s Shoes

• Today we will be focusing on the DIFFERENTIATED part of Differentiated Instruction

• Later in the year we will focus on the INSTRUCTION part of Differentiated Instruction

Page 16: Walk a Mile in a Child’s Shoes

My own view of students and learning

• Every brain is unique and has strengths and weaknesses.

• No one uses only one modality when learning, but some prefer one over another.

Page 17: Walk a Mile in a Child’s Shoes

• The brain is flexible and can be taught to do things it once was not very good at.

• I do not like the term “learning disablility” as it suggests that someone is not able to learn. I prefer “learning difference” as more hopeful.

• If you think someone is not smart, it is very hard to teach them well.

Page 18: Walk a Mile in a Child’s Shoes

How learning styles can vary:• You may prefer visual learning or verbal

learning or learning by doing• You may like to have the whole picture first

or to start by learning the details• You may like to think and read or you may

like to talk to find out what you think• You might learn best while quiet and still or

you may learn best while moving.• This list could go on and on

Page 19: Walk a Mile in a Child’s Shoes

Three important areas of learning

• Attention: can you focus on the salient input?

• Memory: can you use that focus to hold on to information and process it in order to remember it?

• Language: can you access the language you need in order to express and receive information verbally?

Page 20: Walk a Mile in a Child’s Shoes

Exit papers

• On the pad that was on your chair, write answers to the following questions, one on each side:– What are you hoping to take away from the

inservice day today?– What do you think differentiated instruction

means?

• Hand it in by putting it in the box at the door when you leave.