1. C
CHAPTER 3:
KNOWING THE LEARNER
Amanda Ballard, Stephany Lawhon, and Sarah Tennyson

2. Learning Styles
•Helps teacher:
•see individual ways students learn and solve
problems
•know students’ strengths
•Helps students:
•know themselves
•develop metacognitive skills (self-assessment)

3. Learning-Styles Model
(Rita and Kenn Dunn)
•Auditory: spoken material, discussion, songs, stories
•Visual: written material, illustrations, diagrams
•Tactile: touching and manipulating objects,
concrete experiences
•Kinesthetic: experience, physical activity, teaching
others what they know
•Tactile/Kinesthetic: physically involved, role play,
simulations, freedom to move around

4. Activity
Blue Group: Sarah
Pink Group: Stephany
Yellow Group: Amanda

5. Factors that affect learning
•Noise Level
•Design Structure
•Motivation and Persistence
•Responsibility
•Structure
•Grouping

6. Thinking Styles
Anthony Gregorc
•Concrete Random – experimentation
•Concrete Sequential – organization and structure,
sensory-based evidence
•Abstract Sequential – analytical, logical, independent
investigation
•Abstract Random – emotional, reflection,
personalized information

7. Thinking Styles
David Kolb
•Accommodators – creative, out-of-the-box
•Convergers – clear goals and timelines, only want
to know what’s useful/relevant
•Assimilators – dig deep into content, patient
•Divergers – caring environments, sense of
community

8. Thinking Styles
Bernice McCarthy
•Type 1: Imaginative Learner – personal connection,
reflection
•Type 2: Analytical Learner – seek facts
•Type 3: Commonsense Learner – want to know what’s
useful and practical
•Type 4: Dynamic Learner – experimentation, self-
discovery

9. Thinking Styles
Silver, Strong, and Perini
•Self-Expressive Learner – creative, original/unique ideas
•Mastery Learner – step-by-step, learn to master
•Understanding Learner – reason and logic to
support learning
•Interpersonal Learner – personal connections,
socialization

10. Thinking Styles:
Do all of them relate?

11. Learning and Thinking Styles:
How can we provide for ALL?
Turn and Talk!!

12. Multiple Intelligences
Howard Gardner
Linguistic Bodily/Kinesthetic
Logical/Mathematical Interpersonal
Visual/Spatial Intrapersonal
Musical Naturalist
Existential

13. How are you smart?
We can create learning profiles for
students through:
• Observations
• Using a variety of strategies
• Student self-evaluation - surveys,
questionnaires, etc.
• Logs/Journals
It is important for teachers to build a repertoire of strategies
that meets each child’s unique learning style and intelligence.

14. C
CHAPTER 4:
ASSESSING THE LEARNER
Amanda Ballard, Stephany Lawhon, and Sarah Tennyson

15. Pre-Assessment
Take a post it note and answer the question:
What do you already know about pre-
assessment? When your finished place the
post it on the board.

16. Pre-Assessment
Pre-Assessment shows the teacher:
•What the students already know
•What further instruction is needed
•What requires re-teaching or
enhancement
•How to set up flexible groups

17. Steps of Pre-Assessment
Pretest
•Covers whole unit of group
•Recall facts
•Interpret information (charts, graphs, etc.)
•Asks open-ended questions
•Asks students to use the information to show
another way form or situation.

18. Steps of Pre-Assessment
Informal Pre-Assessment
•Use interest surveys
•Demonstrate with manipulatives
•Use dialogue to find what students what to
learn, and how they feel about the topic

19. Steps of Pre-Assessment
Rank Scores
•Determine appropriate uses of flexible
groupings
•Form timelines for the unit
•Discover the number of students at different
levels of mastery

20. Informal Pre-Assessment
•Squaring Off
•Boxing
•Yes/No Cards
•One Sided
•Two Sided
•Graffiti Facts

21. Surveys
•Help teachers:
•Know the different learners in their
classrooms
•Find out students’ prior knowledge
and experiences

22. Assessment Tools Used DURING
Learning
•Thumb it
•Fist of Five
•Face the Fact
•Reaching for the Top
•Speedometer Reading

23. Reflections AFTER Learning
•Wraparounds
•Talking Topic
(Variation A and B)
•Conversation Circles
•Donut (Variation A
and B)
•Rotation Reflection
•Paper Pass
•Draw It!
•More Ideas!
•Grand Finale
Comment

24. Portfolios
What are they?
•A collection of student work for specific
purposes
•Identify progress
•Show evidence of success
•Support evaluation and grading
•Show what needs to be learned
•Help keep track and reflect

25. Portfolios
Why do we use them?
•Richard Striggins suggests that portfolios are like
a color video with sound, much more vivid than
just a test paper
•They support evidence
•Students take ownership of their work

26. Portfolios
How do we use them?
•Student-teacher partnership
•4 steps in the portfolio process:
• Collect
• Select
• Reflect
• Project

27. Collect
• Collect data throughout the school year
Select
• Homework
• Projects
• Written pieces
• Tests
• Assignments
• Videos
•Best piece or ”I’m proud
of” piece
•Work in progress
•Student/teacher
selection
•Most improved or most
difficult piece
•Special or free choice
•Pieces to be deleted

28. Reflect
Student reflects on
•Why piece was selected
•What criteria the piece satisfies
Project
• Students see
• where they need improvement
• where they can celebrate
• growth
•Each portfolio is unique and different from the rest,
just like the student

29. Grading
Reasons for grading
•Measure content mastery
•Chart progress
•Motivate students
•Provide information to a variety of audiences
Ongoing Assessments
•Compares pre- and post-performance
•Evaluates material studied
•Designed to address individual or group

30. Authentic Tasks
•Students perform tasks in a realistic, real-world
context
•Demonstration
•Presentation
•Role-playing
Examples?

31. Activity
How do you make
a peanut butter
and jelly
sandwich?

32. Final Grades
Grades can be demoralizing towards students
•Observable, factual statements
Omit adjectives and adverbs
•Based on level of competency
not compared to rest of the class
•Always honor persistence, tenacity, and effort

33. Closure Activity!
Talking Topic

34. Exit Ticket
1. Which of the following is NOT a factor that affects learning?
a. Grouping c. Color
b. Noise level d. Motivation
2. TRUE OR FALSE? Portfolios help track and reflect.
3. Speedometer, Fist of Five, and Face the Fact are all examples of
what type of assessment?
a. Assessment during learning c. Reflection after learning
b. Portfolio d. Pre-assessment
4. TRUE OR FALSE? Learning styles only affect the teacher.
5. Name at least 4 of Gardner’s 9 Multiple Intelligences.