Learning Activity- Lesson plan-

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1 Learning Activity- Description: This lesson is intended for BBH 148S (student-athlete freshmen seminar). It will be taught as the second lesson in the Academic Planning section of our syllabus and is taught near the middle of the course. The lesson is designed to teach the students about different learning styles and will help them select the learning style that best suits them. Objective covered in this particular class: Students will use a definition from class to construct an answer to the question what type of learner are you?. Bloom s level of learning: analyze. Students will use what they learn in class to analyze how they learn. They will construct an answer based on definitions described in class and will examine why and how that style benefits them. Lesson plan- Testing prior knowledge: Distribute note cards at the beginning of class. The front of the note card will be designated to assess prior knowledge. Students will have about 1-2 minutes to answer the following: 1- List all learning styles that you know 2- What has worked for you as a learner in the past? 3- What has not worked for you as a learner in the past? After giving students a few minutes to write down their thoughts, we will discuss answers and experiences for 2-4 minutes. Abstract concept (Explaining): Short lecture (5-10 minutes) on various styles of learning with examples. Learning styles and brief descriptions are listed below. 1- Visual People using this style prefer images, pictures, colors, and maps to organize information. They can easily visualize objects, plans, and outcomes and have good special sense. Example of visual learning: Using the images of a snowflake, snowman, hot drink, and skis to indicate winter. 2- Auditory People using this style prefer learning by hearing and listening. They enjoy discussions and acquire knowledge by reading aloud. Example of auditory learning: Participating in group discussions, watching videos, recording lectures. 3- Tactile (also called kinesthetic) Learners who learn through experiencing/doing things. These learners can become bored more often, especially during lectures. Examples of tactile learners: Enjoys sports and science labs. Active experiment: Worksheet on being able to identify various learning styles. Students will individually complete the six practice questions and we will go over the

2 answers in class. The worksheet should take about 5 minutes and after all students are finished we will go over answers (and possible misconceptions) of all questions. This worksheet will give students practice on being able to identify the three learning styles discussed in the lecture, while providing real life examples of students who use the styles. Understanding the definitions of learning styles is imperative to being able to successfully complete the learning objective. The students will receive immediate feedback once the task is completed. To see questions please see attached handout Inclass learning style worksheet Concrete experience: Have students complete Learning Style Inventory. See attached handout Learning Style Inventory. By doing this, students will be answering various questions to help them think about what type of learner they are. This should take students approximately 10 minutes. Reflective observation: After taking the inventory, students will break up in to smaller groups (2-3 people) and will talk about their inventory results by answering the following questions. Anticipated time allotment, 5-10 minutes depending on how conversations are going. 1- Were the results anticipated or were they surprising? 2- Which statements best described you? 3- Which statements least described you? 4- Give examples of experiences to support your answers to questions 2 and 3. Closure: On the back on the notecard handed out at the beginning of class, students will write the three learning styles discussed in class. They will also be asked to write down any questions or anything that was unclear/ muddy during class. Active experiment/reflective observation (Homework): Students will write a 3-5 page paper analyzing the following questions. Students will have one week to complete the activity and students will receive feedback on answers and on writing style within the week, so that feedback is given soon enough to be worthwhile. 1- Describe what learning style best for you. 2- Include results from inventory and if you choose another style of learning, why? 3- If various styles fit your learning, when would you best use these strategies? 4- How can you use this information and the assessment to help with learning in the classes that you are currently taking and throughout college? 5- Why is knowing and understanding your learning style important?

3 The Kolb Model Reflection- I thought the model was helpful in designing a lesson plan but didn t necessarily agree with the order of plan when using the model. The Kolb model consists of four concepts, all used in my lesson plan. The order of the model is a) concrete experience (experiencing) b) reflective observation (examining) c) abstract concept (explaining) and d) active experiment (applying). For my lesson, the students will come in to the class with the experience of learning and will leave the class explaining what type of learner they are. I believe that explaining the learning styles after sharing prior knowledge is important to give students a foundation of what they would be using for the rest of the class. This model was a great guide and examples of the model, helped me shape and find activities that would benefit students. At first, the model hindered my planning because I thought that I had to use it exactly as it was; however, once I found out that I had flexibility within the model, it was beneficial. It helped me to label each concept of the model when planning my lesson and honestly made what I needed to incorporate more clear, especially since this was my first lesson plan.

4 In-class learning style worksheet Name: Instructions: Identify the learning style described in each scenario and write the correct answer in the blank space. Your choices are visual, auditory, tactile/kinesthetic. 1). Susan struggles in class when sitting in the back of the room. She can t hear the professor and her recordings are fuzzy with background noise. In order for Susan to do well on exams and homework, she listens to class lectures to refresh her memory. Susan is a learner. 2). Cameron is star hockey player who can t sit still during long lectures. He would prefer role-playing or labs instead of sitting in class. He is a learner. 3). Blake sits in the front of the classroom and takes detailed notes. When he goes home, he organizes notes taken in class and makes concept maps to help understand information. Blake is a learner. 4). Russ excels at writing responses to lectures and oral exams. Russ is a learner. 5). Luke excels at taking tests that contain short definitions etc. based on the biology lab that he is taking. He is a learner. 6). Arielle excels at tasks asking her to show a process. Arielle is a learner.

5 Learning Style Inventory This exercise is intended to help you understand how you learn best and to help with ideas about approaching coursework based on those strengths. To better understand how you prefer to learn and process information, place a check in the appropriate space after each statement below. 1. I can remember best about a subject by listening to a lecture that includes information, explanations and discussion. 2. I prefer to see information written on a chalkboard and supplemented by visual aids and assigned readings. 3. I like to write things down or to take notes for visual review. 4. I prefer to use posters, models, or actual practice and other activities in class. 5. I require explanations of diagrams, graphs, or visual directions. 6. I enjoy working with my hands or making things. 7. I am skillful with and enjoy developing and making graphs and charts. 8. I can tell if sounds match when presented with pairs of sounds. 9. I can remember best by writing things down several times. 10. I can easily understand and follow directions on a map. 11. I do best in academic subjects by listening to lectures and tapes. 12. I play with coins or keys in my pocket. 13. I learn to spell better by repeating words out loud than by writing the words on paper. 14. I can understand a news article better by reading about it in the newspaper than by listening to a report about it on the radio. 15. I chew gum or snack while studying. 16. I think the best way to remember something is to picture it in your head. 17. I learn the spelling of words by "finger spelling" them. 18. I would rather listen to a good lecture or speech than read about the same material in a textbook. Often Sometimes Seldom

6 19. I am good at working and solving jigsaw puzzles and mazes. 20. I grip objects in my hands during learning periods. 21. I prefer listening to the news on the radio rather than reading about it in the newspaper. 22. I prefer obtaining information about an interesting subject by reading about it. 23. I feel very comfortable touching others, hugging, handshaking, etc. 24. I follow oral directions better than written ones.

7 Scoring Procedures DIRECTIONS : Place the point value on the line next to the corresponding item below. Add the points in each column to obtain the preference score under each heading. OFTEN = 5 points SOMETIMES = 3 points SELDOM = 1 point VISUAL AUDITORY TACTILE NO. PTS. NO. PTS. NO. PTS VPS = APS = TPS = VPS = Visual Preference Score APS = Auditory Preference Score TPS = Tactile Preference Score If you are a VISUAL learner, by all means be sure that you look at all study materials. Use charts, maps, filmstrips, notes, videos, and flash cards. Practice visualizing or picturing words and concepts in your head. Write out everything for frequent and quick visual review. If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help fill in gaps in your notes. But do listen and take notes - and review your notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something, summarize it and recite it aloud. Talk to other students about class material. If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper on hand for this purpose. Taking and keeping lecture notes is very important. Make study sheets. Associate class material with real-world things or occurrences. When appropriate, practice role playing.

8 Activity Questions 1. The BBH class is a freshman seminar designed to teach incoming student-athletes concepts that will help them excel in college. This class deals with making the transition between high school and college and helps students identify factors that will help them excel, such as time-management, academic planning, and setting goals. This lesson would be incorporated in the academic planning section of the class. The lesson will take one class period to go over, with the short paper due within the week. Timing of class and activities are included in the plan above. 2. The expected learning objective is students will use a definition from class to construct an answer to the question what type of learner are you?. You could break this up into objectives for the individual class instead of the overall course. If I did that, the objectives for class are 1) Define three learning styles, 2) Select learning style best suited for your learning, and 3) Analyze your selected learning style 3. Students will need prior experience related to learning to be able to complete this assignment. All students will have this, since they are all freshmen in college. 4. I am asking students to complete this assignment in order to help their future learning. I believe that in order to learn, students must know what works best for them. Students will hopefully be able to use knowledge obtained in this lesson to help in future college classes. It can help them with ideas of how to study and being able to analyze the question at the end of class, will help students understand why it is important to their future learning endeavors. The final activity is focused on analyzing and it will give students an opportunity to think and react about what they learned and how it shapes their future learning. 5. I think the activities and lesson should be motivating to students and believe that it does relate to their lives, since they are all learners. I also think that it is important, as a teacher, to discuss why this is important to them it will help them shape future learning strategies. Students will be able to discuss that question when writing their paper. 6. Students will get preparation to successfully complete their activity in class. They will listen to lecture, practice identifying different learning styles, and complete an inventory about their learning style. All of these smaller activities will help them complete their 3-5 page paper. Some students might need help with writing papers, but this paper will be a reflective paper, so APA style etc. will not be needed. 7. Success of each student will be evaluated by looking at a checklist. Students who answer each of the questions with thought will be considered to be successful. Throughout the lesson, students will be guided and given feedback immediately, which will also help them be successful with their paper. I will learn if I effectively taught the lesson by looking at notecards about muddy points and by reading the papers of the students.