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This presentation discusses addressing different competency levels among students. It suggests that teachers should consider students' unique learning styles and approach topics in multiple ways to ensure compatibility with each student's style. The theory of self-determination posits that students are naturally curious and want to learn; teachers should foster autonomy, provide choices, and avoid labels. Practical applications include centers, group projects, and contracts to support self-directed learning.

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97 views22 pages

Group Presentation

This presentation discusses addressing different competency levels among students. It suggests that teachers should consider students' unique learning styles and approach topics in multiple ways to ensure compatibility with each student's style. The theory of self-determination posits that students are naturally curious and want to learn; teachers should foster autonomy, provide choices, and avoid labels. Practical applications include centers, group projects, and contracts to support self-directed learning.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Tackling the

Difference in
Competency
Levels
Presentation by: Jason Kelly, Lincoln Shriner,
Nathan Glatt
Summary of the Issue
Activity
1. Initial Assessment.
a. Circle A, B, C or D based on what artist/band you
believe is performing the song

1. Split into groups based on learning style A. Stevie Wonder


a. Nathan = Visual Learning (Music Videos) B. Led Zeppelin
b. Lincoln = Auditory Learning (Song Listening) C. Phil Collins
c. Jason = Descriptive Learning (Band Descriptions D. Nirvana
2. Final Assessment
a. Circle A, B, C or D based on what artist/band you
believe is performing the song
3. Show of hands. Did you do better the second time?
Theory
To Summarize the
Discussion
● Students having different levels of competency will always be a factor in any form of
education.
● The theory suggests that in order to address differentiated competences , one must
consider students as autonomous, naturally curious individual with a unique approach
to learning
● Teachers should approach topics in multiple ways to ensure that an incompatibility
between teaching style and a students learning style is not hindering students
competency level.
● Students should have an explicit awareness of their learning style in order to perform
at their best.
Self Determination
Theory
That is, people are innately curious, interested creatures who possess
a natural love of learning and who desire to internalize the knowledge, cus-
toms, and values that surround them. These evolved tendencies to be curious
(Lowenstein, 1994), interested (Silvia, 2008), and to seek coherence in one’s
knowledge (Ryan, 1995) would seem to be resources that could be cultivated
and harnessed by educators as they guide learning and development. (pg 133-134)
Is there a consensus ?
Gardner’s 7 Intelligences

““Halstead and Martin (2002) also


found that students grouped by
homogeneity of learning style (using
Honey and Mumford’s learning
styles questionnaire, 1982)
performed at a higher level on a
group task than those who self-
selected their groups.” (Allcock and
Hulmes 69)
The Students
What Students Have

- “Learning itself is dependent upon the capacity for self-direction” (Howes 31)
- Students are naturally curious
- Kids will internalize the values of those around them

“SDT is of much import in the domain of education, in which students’


natural tendencies to learn represent perhaps the greatest resource educators can tap”.
(Niemiec and Ryan pg 134)
What Students Need to
Do
- Be ready to take responsibility for their own learning
- Decide on what objectives they want to work towards (Contracts)
- Develop the skills to adjust
What can the Teacher
do?
Teachers Responsibilities

“The key is the TEACHER. It is his GOALS that make the difference. If the teacher’s aim is to nurture
diversity and uniqueness rather than standardization and alikeness, then the instructional
procedures, the materials and activities , the degree of pupil participation in decisions about the
content, sequence, and learning activities are toward that end.”(Howes p. 17)

“Teachers are generally discouraged from labelling students (e.g. on the grounds of ability), and yet
are encouraged to label students as ‘visual’ or ‘kinaesthetic’ learners (Burton, 2007). Students may
interpret their diagnosis as meaning they can only learn in one way so have an excuse to not engage
with tasks relating to other learning styles” (Allcock and Hulmes 70)
- Must foster an environment where students feel comfortable taking risks
- Need to take advantage of students natural interest in learning
- Create an environment where the teacher doesn’t force learning to occur
- Avoid creating bored and anxious students
What role should a teacher take
to encourage self directed
students?
“ 1. The teacher moves away from being a transmitter of knowledge toward behaving as a responder
controlled by the pupil … 2. The teacher moves away from being the initiator-developer toward being
a contributor-reactor … 3. The teacher moves away from being a programmer-director towards being
a co-designer-assister” (Howes p. 77)

- Keep an eye on what students are accomplishing towards their goals, and by what means they
are doing so, giving advice along the way
- Teachers should try their best to pinpoint how each student learns best, as sometimes the
student is incorrect about how they best learn
Examples
Practical Applications

Much of this informed by the book Differentiated


Instructional Strategies by Gayle H. Gregory and
Carolyn Chapman
Centers

● A Center is a collection of material, designed purposely, with a goal in mind”(Gregory and


Chapman p 105)
● “An exploratory center has materials provided and allows the student to decide what to do with
those materials” (107) “They set up opportunities for understanding a skill or a concept through
a variety of experiences”
○ Basically, give students a specific goal to “center” around , then provide plenty of
resources so students can approach the issue in their own way.
○ Ex) having a bunch of experiments set up for students to complete in a chemistry class
○ Suggest you keep a checklist of the skills relevant for group work (ie are they on task,
time management, communication, social skills)
Group Projects

● Supports SDT
● Choose topic. Develop a plan of action, implement plan ( involves research , organization ,
creating presentation)
● Requires the students to be engaged, take risks, approach in their own way.
● Also allows students to learn from how their peers might learn

“Halstead and Martin (2002) also found that students grouped by homogeneity of learning style (using
Honey and Mumford’s learning styles questionnaire, 1982) performed at a higher level on a group
task than those who self-selected their groups.” (Allcock and Hulmes 69)
Project based learning

“Providing students with ill structured problems that are ill structured and challenging” “opportunity to
work on problems in real-world situations … .no single right answer” (Gregory and Chapman p. 126)
● This very presentation is an example of project based learning!
Contracts

● have a fairly rigid outline of the course the students need to take , but allow them some
flexibility in what they may study
● Ensure students clearly identify their goals and how they might reach them
● Idea is to establish an open communication to encourage optimal synthesis between learning
style and teaching style
● Provides an empirical reference
● Ensure guidelines , grading scale, and timeline are clearly established
Questions?
References:
● https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwj9973P4oDlAhWFMX0KHUsQDoUQjRx6BAgBEAQ&
url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fslideplayer.com%2Fslide%2F9074784%2F&psig=AOvVaw2Vmq1XfcSlKp_GruGvQKZZ&ust=15702
15474366389
● https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjtuouH5IDlAhUENn0KHTKHDrUQjR
x6BAgBEAQ&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2Fclipart-library.com%2Fcartoon-music-
note.html&psig=AOvVaw0i8_wqAPXLHF1Nnn1oyN7L&ust=1570215776209144
● Howes, Virgil M (1970) Individualization of Instruction, New York, NY , The Macmillan Company
● Gregor, Gayle H. ; Chapman, Carolyn (2002) , Differentiated Instructional Strategies , Thousand Oaks, CA . Corwin Press, Inc
● Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination
theory to educational practice. Theory and Research in Education, 7(2), 133–144.
● Allcock, Sarah J. ; Hulme , Sarah A (2010) Learning Styles in the Classroom: Educational Benefit or planning exercise? ,
Psychology Teaching Review , Vol 16 (No 2)
● https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161
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