Blog #3 Applying Different Learning & Teaching Styles

You have now applied various types of learning and teaching: creating learning styles activities, jigsawing, evaluating one another. Blog about doing/creating learning styles activities, about being collaborative by jigsawing a reading, and how it felt to evaluate one another. Various task cards can get students playing with concepts, definitions, and various levels of thinking. Other learning styles have included flip chutes, electraboards, all kinds of matching games, and plenty of other ideas. These are great hands-on ways to engage students, but ultimately, they will learn the most when they do these activities and then create their own. It will be the application and implementation that will truly make it meaningful. So how could you use these ideas of the teacher using these strategies AND having STUDENTS create/use these strategies to help them be in charge of their own learning? How did it feel for you as a student but then also, how will you implement these activities as a teacher? Blog by Tuesday night, and respond to your compass group classmates by Thursday, Feb. 5th.  

Blog #2 -- Jigsawing, Whiteboarding, and Sharing, Oh My!

React to how this style of learning (jigsawing, whiteboarding, the various learning styles activities you're creating, even the idea of small group whiteboarding before whole group sharing) could help kids with varying needs. Think of various types of special needs kids and address at least 3 different types for your blog (examples: gifted kids, those who are ADHD or ADD, someone who is visual vs. auditory, ODD, struggling reader, dyslexic, etc.). Blog by Sunday, Jan. 25^th; respond to each of your compass group members by Tuesday, Jan. 27^th

How do our learning styles affect learning? Blog #1

After watching the UDL video and completing your own Learning Styles Inventories, you now have an idea that we all learn differently. No matter our level of intelligence, we all need material presented, consumed, and applied in different ways, and how smart we are does not always equal how much or how well we learn. How does that make you feel as a future teacher? What will you do to accommodate for that? How does that apply to you as a student here at WC (i.e. does it explain classes you've excelled in and/or fallen short)? Discuss! Post by classtime Wednesday, Jan. 21. Respond to your Leadership Groupmates by classtime Friday, Jan. 23rd.