Inquiry on Waves Other Handouts and Notes
- 1. # Group Work – Skill 1: (Date) Listening Attentively Good group work starts with good listening. It important for not only you but for other groups to listen carefully to each other in order to understand each other’s needs and to address the task(s) at hand most effectively. How to listen attentively- 1. Make eye contact 2. Concentrate on the person talking and stop doing other things 3. Try to understand how the speaker feels 4. Wait to speak until the speaker has finished
- 2. # Group Work – Skill 2: (Date) Recognizing Learning Style Differences Even good listeners will not always work well together in every group. Why is this? There are a number of other factors. But one possible big cause could be a difference in their learning styles. Example – Partner A and B have to make a diagram. Partner A is having great fun and tries very hard. However, Partner B seems so bored and inattentive. He keeps telling jokes. He gets water 3 times in 10 minutes. What is going on? Partner A and B most likely learn differently. They need to recognize their learning style differences and make changes to succeed better.
- 3. Possible Strategies- 1. Be aware of your own learning styles- ex. verbal, auditorial, visual, kinaesthetic…etc. * see handout 2. Listen attentively to recognize your partner’s learning styles 3. Show your understanding of your differences 4. Try your partner’s style – you might grow as a learner! 5. Compromise by finding a new way to complete the task together 6. Compromise by finding separate supporting ways to complete the task
- 4. Types of Learning Styles- Identifying your learning style and your partner’s learning style is another important skill for good group work. The following styles are some of the most common kinds. * Also note, people may have more than one style and in different situations. 1. Verbal Learners- they like learning by talking 2. Auditorial Learners- they learn best by listening 3. Visual Learners- they learn best by seeing pictures 4. Kinaesthetic Learners- they learn best by motion 5. Tactile Leaners- they learn best by touching things 6. Global Learners- they learn best by knowing the “big picture” first 7. Sequential Learners- they like putting pieces of learning together in order 8. Active Learners- they learn best by doing first and thinking while doing 9. Reflective Learners- they learn best by thinking quietly first and doing later 10. Sensing Learners- they like being told facts by others 11. Intuitive Learners- they like discovering things on their own to learn 12. Individual Learners- they learn best alone. 13. Group Learners- they learn best with one other person or more
- 5. Understanding Your Learning Style Questionnaire Instructions- 1. Answer all questions by putting a check in the appropriate opinion box. 2. Record your points for each learning style box. 3. Calculate your score for each learning style box 4. Observe the score meaning box to determine your learning styles Part 1 – Answer all questions by putting a check in the appropriate opinion box. SA A U D SD Strongly Agree Undecided Disagree Strongly agree Disagree X Item SA A U D SD 1. When the teacher tells me the instructions I understand better. 2. I prefer to learn by doing something in class. 3. I get more work done when I work with others. 4. I learn more when I study with a group. 5. In class, I learn best when I work with others. 6. I learn better by reading what the teacher writes on the chalkboard. 7. When someone tells me how to do something in class, I learn it better. 8. When I do things in class, I learn better. 9. I remember things I have heard in class better than things I have read. 10. When I read instructions, I remember them better. 11. I learn more when I can make a model of something. 12. I understand better when I read instructions. 13. When I study alone, I remember things better.
- 6. 14. I learn more when I make something for a class project. 15. I enjoy learning in class by doing experiments. 16. I learn better when I make drawings as I study. 17. I learn better in class when the teacher gives a lecture. 18. When I work alone, I learn better. 19. I understand things better in class when I participate in role- playing. 20. I learn better in class when I listen to someone. 21. I enjoy working on an assignment with two or three classmates. 22. When I build something, I remember what I have learned better. 23. I prefer to study with others. 24. I learn better by reading than by listening to someone. 25. I enjoy making something for a class project. 26. I learn best in class when I can participate in related activities. 27. In class, I work better when I work alone. 28. I prefer working on projects by myself. 29. I learn more by reading textbooks than by listening to lectures. 30. I prefer to work by myself
- 7. 2. Record your points for each learning style box. i. 5 of your questions fit into each learning category box below. ii. Each of your answers has point rating. iii. Put the right point weight for each answer under the score column SA A U D SD Strongly Agree Undecided Disagree Strongly agree Disagree 5 4 3 2 1 ** If you need help, please ask your teacher. Visual Tactile Question Score Question Score 6 11 10 14 12 16 24 22 29 25 Total Total Score = Total x 2 Score = Total x 2 Auditory Group Question Score Question Score 1 3 7 4 9 5 17 21 20 23 Total Total Score = Total x 2 Score = Total x 2
- 8. Kinesthetic Individual Question Score Question Score 2 13 8 18 15 27 19 28 26 30 Total Total Score = Total Score = Total x2 x2 3. Calculate your score i. Total your points in each box ii. Times your totals by two to get the final score for each box 4. Determine your learning style(s) --> Note the point range in the box below to determine if a learning style a major preference, minor preference or negligible. Major learning Style Preference 38-50 Minor Learning Style Preference 25-37 Negligible 0-24
- 9. Identifying Your Learning Style- Exercise 2: The Eight Intelligences Another way to categorize learning styles is according to intelligences. There are eight common ones below. Task- 1. Read all eight intelligences carefully. 2. Answer the questions at the end on paper in the Other Section of your binder Verbal/Linguistic Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication. Students can enhance their verbal/linguistic intelligence by keeping journals, playing word games, and discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments. Logical/Mathematical Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. Students can strengthen this intelligence by using computer programming languages, critical-thinking activities, linear outlining, cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey. Visual/Spatial Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Students can develop this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence. Bodily/Kinesthetic Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Students can grow in this area of intelligence through the use of touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and Jim Carrey.
- 10. Naturalistic Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Students can best develop this intelligence by using relationships among systems of species, and classification activities. The study of relationships such as patterns and order, and compare-and- contrast sets of groups or connections to real life and science issues are encouraged. Charles Darwin and John Muir are examples of people gifted in this way. Musical Intelligence Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Students can advance their musical intelligence by playing music for the class and creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples. Interpersonal Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals. Students can develop their Interpersonal Intelligences by doing group work and participating in cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton. Intrapersonal Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Reflective activities such as journaling can awaken students' Intrapersonal Intelligence. It is important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence. Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who exhibited strong Interpersonal Intelligence in their lifetimes. There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This would be in the domain of philosophers and religious leaders. The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences. Table 1. Summary of the Eight Intelligences Intelligence Learns best Strengths Preferences Needs Area through Hearing and seeing Write, read, tell words, speaking, Writing, reading, Books, tapes, paper stories, talk, reading, writing, Verbal / memorizing dates, diaries, writing tools, memorize, work discussing and Linguistic thinking in words, dialogue, discussion, at solving debating telling stories debated, stories, etc. puzzles Mathematical/ Math, logic, problem- Question, work Working with Things to think about and
- 11. Logical solving, reasoning, with numbers, relationships and explore, science patterns experiment, solve patterns, materials, manipulative, problems classifying, trips to the planetarium categorizing, and science museum, working with the etc. abstract Working with LEGOs, video, movies, Maps, reading charts, Draw, build, pictures and colors, slides, art, imagination Visual / drawing, mazes, design, create, visualizing, using games, mazes, puzzles, Spatial puzzles, imagining daydream, look the mind's eye, illustrated book, trips to things, visualization at pictures drawing art museums, etc. Role-play, drama, things Touching, moving, to build, movement, Athletics, dancing, Move around, Bodily / knowledge through sports and physical crafts, using tools, touch and talk, Kinesthetic bodily sensations, games, tactile acting body language processing experiences, hands-on learning, etc. Picking up sounds, Sing-along time, trips to Sing, play an Rhythm, singing, remembering concerts, music playing at Musical instrument, listen melody, listening to melodies, rhythms, home and school, to music, hum music and melodies singing musical instruments, etc. Leading, organizing, Friends, group games, Comparing, understanding people, Talk to people, social gatherings, relating, sharing, Interpersonal communicating, have friends, join community events, clubs, interviewing, resolving conflicts, groups mentors/ apprenticeships, cooperating selling etc. Recognizing strengths Working alone, Work alone, Secret places, time alone, and weaknesses, having space, Intrapersonal reflect pursue self-paced projects, setting goals, reflecting, doing interests choices, etc. understanding self self-paced projects Working in nature, Understanding nature, Order, same/different, Be involved with exploring living making distinctions, connections to real life Naturalistic nature, make things, learning identifying flora and and science issues, distinctions about plants and fauna patterns natural events Questions- (write ¼ page minimum for each question) 1. Which intelligence do you think matches yourself the best? Why? 2. Which intelligence would you like to develop more? Why? Group Work Skill 2- Recognizing and Dealing With Learning Style Differences
- 12. Activity: Role Play – Watch, Create and Present * Today, you will complete a 3 part activity as follows: 1. You will watch 1-2 role plays and try to identify learning style differences as well as problems and possible solutions relating to them 2. Then, you will create 1-2 role plays of your own 3. Last, you will present one role play to the class for further insight and feedback Part 1 – Role Play – Watch Instructions: 1. Your teacher and some student volunteers will model a role play 2. Watch them. 3. Also, try to identify 3 things: a) the student’s learning styles ,b) a problem, c) solutions * Fill in all blanks below as you watch Role Play – Partner 1’s Name: _________________________ Partner 1’s Learning Style: _______________________ Partner 2’s Name: _________________________ Partner 2’s Learning Style: _______________________ Partner 3’s Name: _________________________ Partner 3’s Learning Style: _______________________ Problem: ______________________________________________________________ Solution(s): ____________________________________________________________ Part 2 – Role Play – Create Instructions- 1. Choose one option below: Option 1 – Create a guided role play by filling in blanks or spaces OR Option 2- Create your own role play using the suggested ideas on the small handout Choice 1 – Guided Role-Play * Fill in all blanks and spaces to complete your role play A. Starting Ideas Partner 1’s Name: __________________________________ Partner 1’s Learning Style(s): Verbal Learner and Active Learner Partner 2’s Name: __________________________________ Partner 2’s Learning Style(s): Verbal Learner and Active Learner Partner 3’s Name: __________________________________ Partner 1’s Learning Style(s): Reflective Learner Problem – Partner 1 and 2 want to start the science challenge right away. Partner 3 wants time to think about what to do alone. Partner 1 and 2 think Partner 3 is not good at science because he/she can’t do anything right away. B. Problem Dialogue
- 13. Partner 1: Okay let’s start the challenge. We have to build a _____________________. Partner 2: Sounds good. Okay, I think first we have to __________________________. Partner 1: What do you think <Partner 3>? Partner 3: Well …Um.. Let me think here… Partner 2: Come on <Partner 3>. Let’s just do it now. We don’t have a lot of time anyways. Just say an idea. Partner 3: Um…. Partner 1: Okay. I know. After we make ________________, we have to next _________________ Partner 2: Right! And then we have to ________________ and then _______________ Partner 3: I have to go to the washroom….. Partner 2: Right now? But you haven’t said anything yet! Why don’t you help out more. We are doing everything and __________________ C. Solution Dialogue (Partner 3 is in washroom) Partner 2: Why does (partner 3) do nothing? Is he/she stupid? Partner 1: No wait. He/she said he/she needs time to think first. Why don’t we just give (partner 3) ______________________________________________________________ Partner 2: Okay! That might work. Here he/she comes now! Partner 3: Look guys. I want to help but I just ___________________________________ Partner 1: We know. Here why don’t you _____________________________________ Partner 3: Sounds great! Partner 2 : Yeah!! Now go to end of handout for Part 3. Choice 2 – Your Own Role-Play * Complete all blanks and write ideas (or speech lines) if you want. A. Starting Ideas Partner 1’s Name: __________________________________ Partner 1’s Learning Style(s):_______________________________________________ Partner 2’s Name: __________________________________ Partner 2’s Learning Style(s): _______________________________________________ Partner 3’s Name: __________________________________ Partner 1’s Learning Style(s): _______________________________________________ Problem – ______________________________________________________________ _______________________________________________________________________
- 14. B. Problem Dialogue * Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below. C. Solution Dialogue * Write ideas on what to say OR write a dialogue if you prefer * You may use other paper if there is not enough space below. Part 3 – Present *Now get ready to present your dialogue to the class. Practice acting your dialogue out! * The class will try to guess your problem and solution give you other feedback too