CU3 Certificate of Tuition. Differentiation and Learning Styles
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1 CU3 Certificate of Tuition Differentiation and Learning Styles
2 Author Mohan Dhall CEO Australian Tutoring Association This training document is published by Accredited Tutor, ABN Accredited Tutor Pty Ltd, ACN All rights reserved. No part of this publication may be copied or reproduced by any means without the prior written permission of the publisher. Certificate of Tuition Differentiation and Learning Styles
3 Introduction Different learning theories and learning styles are a feature of all educational settings and are very relevant to tuition. All students bring their own individuality to every classroom and every tuition session. This is so whether their interaction is passive and silent or if the student is more active. The student can be assumed to be an active maker of meaning. This means that they bring the whole of themself to every tutoring session. As a consequence tutors need to vary or differentiate the instruction and instructional techniques in order to best meet the needs of a range of learners. To do this, tutors must have a strong understanding of the meaning of the term differentiation and need to be aware of different learning styles In this core unit we explore: The notion of differentiation The need to vary instruction according to the child s preferred learning style Different theories and understanding of how people learn Simple techniques for differentiating More complex strategies to be applied for differentiating 4 5
4 Kolb s Learning Styles model of Visual-Auditory-Kinaesthetic Differentiation is the process by which teaching and learning strategies are varied to meet the needs of a diverse range of students. Differentiation is based on a belief in individuality amongst the students in any given tuition setting or environment. From a tutoring perspective, differentiation is crucial because much of the tutoring is sought by parents when students need specific and individual support. There are several models that can be drawn from the field of education which are relevant to tuition. These include: Bloom s Taxonomy of cognitive processing Anderson and Krathwohl s Revised Taxonomy of cognitive processing Howard Gardner s Multiple Intelligence (MI) model Daniel Goleman s Emotional Intelligence (EI) model 6 7
5 Kolb s Learning Styles (VAK Inventory) I hear and I forget. I see and I remember. I do and I understand. - Confucius ( BCE) Bloom s Taxonomy of Cognitive (thinking) Processes Benjamin Bloom s Taxonomy (1956) A very simple level of differentiation is demonstrated by the VAK Inventory. This requires that a tutor consider visual, auditory and kinaesthetic approaches to their tuition so that seve-ral different learning modes are covered. A tutor may begin by using visual strategies such as mind mapping and pictures to indicate key relationships between concepts. This can be reinforced through a tutor talking through the relationships; talking and explanation are auditory in nature. Finally, the kinaesthetic mode can be utilised through role-play, modelling or creating. In this way the tutor can present ideas and concepts in different ways, each reinforcing the other and the key skills and concepts. Visual In this mode, the tutor engages the eyes and the imagination of the student by presenting information, ideas, concepts and issues in a visual format. Most students, male and female respond to visual stimulus. Auditory In the auditory mode, the student is listening to the tutor explaining and talking through the ideas, concepts, issues and information. This gives the essential terminology and can be reinforced through the use of examples to illustrate and thus engage the visual mode. Kinaesthetic This includes some aspect of making or doing that involves activity or body movement. Here the tutor will be modelling or will be getting the student to take on a role. In this way there can be an integration of the visual, the auditory and also the kinaesthetic. Bloom devised a means by which to place thinking skills into a hierarchy. He thought that when people think they tend to display different levels of cognition. They range from low order cognitive processes which describe the most basic levels of thinking to cognitive processes of increasing complexity. At the highest level the top of the hierarchy describes the most complex forms of thinking and understanding. Since people operate at different cognitive levels this model is very useful for tutors from the perspective of beginnings and building. That is, knowing where to start when teaching a tuition lesson and devising means to encourage and engage deep thinking and understanding. Knowledge recall Comprehension basic understanding Application applying a skill to a practiced and new situation Analysis choosing and applying a skill to a new situation Synthesis combining existing elements to create something original Evaluation make a value judgement based on standards or criteria It should be clear from above that Bloom sought to create an order with which to describe thinking skills and cognition. In so doing he also sought to assist teachers to cater for the thinking needs of their students. An understanding of Bloom s Taxonomy is essential for tutors as they need to plan for different abilities. 8 9
6 Bloom s Taxonomy and Differentiation Updated or revised Taxonomy by Anderson and Krathwohl (2001) When concepts are introduced in a tutoring session it is important for tutors to start with entry level cognitive process and build layers of complexity as basic understanding has been consolidated. The use of the taxonomy can be applied to worksheets, questioning and assessment and in numerous other contexts in order to meet the varying needs of students. Often Bloom s Taxonomy is used to extend students who are identified as gifted. Figure 1 below indicates the use of particular verbs that can help with differentiating to meet the varied needs of tuition students. In 2001 Anderson and Krathwohl revisited Bloom s Taxonomy of cognitive processes and proposed an alternative presentation, in line with more contemporary knowledge and skills. The revised model also has implications for tuition. In this model there is a shift away from linear and logical approaches to the thinking/cognitive hierarchy, and an introduction of creativity. Creativity requires lateral and open-ended thinking. Creativity is deemed crucial for successful problem-solving. An aspect of creativity involves the capacity to synthesise multiple different elements contributing to a problem or issue. Anderson and Krathwohl also looked at placing the cognitive processes in the context of knowledge, in terms of increasing complexity from factual knowledge through to meta-cognition. The revised model created by Anderson and Krathwohl is shown in Figure 2. Figure 1 Bloom s Taxonomy of Cognitive Processes aligned to directive/instructional verbs Figure 2 Anderson and Krathwohl (2001) revised taxonomy of cognitive processes Cognitive processes Bloom s Taxonomy of cognitive processes A hierarchy of directive verbs Knowledge Remember (Recognise, recall) Understand (Interpret, classify, compare, explain) Apply (implement, execute) Analyse (differentiate, organise) Evaluate (checking, critiquing) Create (generating, planning, producing) Hardest Evaluation Synthesis Argue, appraise, assess, evaluate, critically analyse, justify, critically judge, recommend Propose, design, predict, devise, suggest, develop, plan, modify, reason Factual knowledge of median difficulty 10 Easiest Analysis Application Comprehension Knowledge Increasing cognitive complexity Compare, contrast, analyse, deduce, investigate Calculate, describe, explain, examine, account for, show, demonstrate, prove Classify, define, outline, delineate, divide, group, select List, recall, recount, state, identify, recognise, name, match, label, locate, place 9 Conceptual knowledge Procedural knowledge Metacognition (learning How to think to solve problems) 10 11
7 Howard Gardner s Multiple Intelligence (MI) theory Implications of MI for tuition Tutoring, Differentiation and the Anderson and Krathwohl (2001) model The Anderson and Krathwohl Revised model can be applied in different ways because the authors separate the cognitive processes into two hierarchies: A thinking skills or cognition hierarchy A knowledge hierarchy. This allows tutors to design instructional tasks following a model that structures sessions on a basic level from a need to remember or recall, a factual knowledge level or a combination of both. Tasks can then be extended through the levels thereby becoming more detailed, complex and rigorous. An application of this revised taxonomy will help tutors to differentiate the way they instruct students and organise their tuition sessions. Consequently they can cater to a wider range of students. Howard Gardner proposed that people think or cognise in different modalities which are not mutually exclusive. He proposed a view that there are many intelligences and he coined the term Multiple Intelligences or MI. Gardner s MI model suggests a pluralistic or many faceted view of intelligence. The first 7 intelligences that Gardner identified were: Bodily/Kinaesthetic relates to physical movement and a sense and knowledge of how the body moves Interpersonal a capacity to understand and empathise with others, communication and relationships Intrapersonal a self-understanding and a knowledge about thinking and emotions Logical/Mathematical relates to mathematical and scientific reasoning, logic and deduction/induction Musical/Rhythmic a sensitivity to rhythm, beats and tonal patterns, performance and composition Verbal/Linguistic relates to the use of words and language, expression Visual/Spatial a capacity to understand patterns, visualise, create mental images and comprehend symbols and the visual world There are implications for tuition based on increased awareness of differing learning styles and modes as highlighted by the MI model. Tutors can observe students who favour particular kinds of learning or have a particular strength in one or more of the intelligences. For example, a student who is verbally articulate but finds it hard to write ideas and concepts may be predominantly verbal but relatively weak in symbolic coding (visual) and logic. Therefore the tutor would employ a verbal instructional style and reinforce concepts with orally communicated messages. Lesson preparation for tutoring sessions should be framed around the needs of students who demonstrate a range of intelligences. Activities should be designed around entry, engagement and reinforcement for all students, inclusive of their preferred learning styles. Emotional intelligence (EI) and Daniel Goleman An American psychologist, Daniel Goleman is best known for his work on popularising notions of emotional intelligence (EI). Educational theorists such as Salovey and Mayer had done quite a bit of research in the field prior to Goleman publishing bestsellers. EI is thought by some educators to be the key to assisting students in their learning. Tuition, EI and Empathy Empathy is central to emotional connection and people feeling both understood and safe. For tutors to be able to effectively empathise, they need to be emotionally mature and aware of the feelings of others. Emotionally aware tutors need to be able to verbalise and clearly articulate a range of emotions and be comfortable with others doing the same. The expressing of emotions can be central to uncovering a person s beliefs and values which can have a direct effect on how they learn and how effectively they engage with critical thinking processes. Tutors can use empathy to assist students to face academic challenges and manage them. Gardner later said that there may be two other intelligences: Naturalist relates to an understanding about the natural world and interdependence of the natural world and environment Spiritualist an understanding and awareness of spiritual matters These educators believe that student learning is far more likely when students feel emotionally engaged and safe. If a student is feeling unsettled, uncertain, vulnerable or upset in some way then they are unlikely to be able to learn. It is therefore important for the tutor to be very aware of the emotional state of their students and to ensure that all of their students feel safe and comfortable while tutoring 12 13
8 Emotionally aware tutors need to be able to verbalise and clearly articulate a range of emotions and be comfortable with others doing the same 14 15
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