Chapter 2: Learning to LearnLearning Style Lesson 3: Learning Style and Processing Preferences
CORE LET 1Unit 3: Foundations for Success
Chapter 2: Learning to Learn
Lesson 3: Learning Style and Processing Preferences
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Explain how learning styles and preferences can impact learning
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.9-10.1., W.9-10.1.e., W.9-10.2.d., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.7., W.9-10.9., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.4., - L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., RST.9-10. READING: SCIENCE & TECHNICAL SUBJECTS - RST.9-10.2., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.2.a., WHST.9-10.9.
Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Assess the uniqueness of individual learning styles and preferences
Distinguish among the three sensory (perceptual) systems
Explain the essential elements of the learning process
Explain the five phases of learning in the Dunn and Dunn learning model
Define key words: auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile
Legend:
Indicates item is not used in lesson
Indicates item is used in lesson
Lesson Preview:
Energizer: Play a video that demonstrates the Cup Clap game. Cadets work in pairs to learn to play the game. Compare results of different Cadet pairs.
Inquire: Cadets view the videos on Learning Styles and Multiple Intelligences. Distribute Exercise#1: Learning Styles Map and Exercise #2: Learning Styles Inventory to allow learners to explore their own learning style and preference.
Gather: Brief Cadets on the learning process and Dunn and Dunn’s Learning Styles model. Cadets create a Flow Map showing the learning process for a skill. Cadets complete Exercise #3: Learning Activity Preference Match.
Process: Cadet teams role-play how to teach learners with different learning style preferences.
Apply: Copy and distribute the Learning Style and Processing Preferences Performance Assessment Task.Cadets work on the task in class as time allows.
CORE LET 1
Unit 3: Foundations for Success
Chapter 2: Learning to Learn
Lesson 3: Learning Style and Processing Preferences
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Instructor Lesson Plan:
Why is this lesson important?
Learning styles describe the various ways people gather and process information. Each of us has a propensity for looking, listening, or touching in order to learn. Furthermore, each of us has specific times of the day and environments in which we learn best. In this learning plan, you will examine your own learning style and information processing preferences. You will also explorevarious learning models.
Lesson Question
What is the difference between learning and experiencing?
What will Cadets accomplish in this lesson?
Lesson Competency
Explain how learning styles and preferences can impact learning
What will Cadets learn in this lesson?
Learning Objectives
- Assess the uniqueness of individual learning styles and preferences
- Distinguish among the three sensory (perceptual) systems
- Explain the essential elements of the learning process
- Explain the five phases of learning in the Dunn and Dunn learning model
- Define key words: auditory, kinesthetic, mode, motivation, perception, reflex, schema, sensory, tactile
Performance Standards
- by creating a learning plan for themselves
- when their plan identifies the skill the Cadets want to learn
- when their plan describes the Cadets’ learning styles and preference
- when their plan applies the Dunn and Dunn learning model
- when their plan lists steps in the teaching process that are tailored for the Cadets’ learning preferences
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
- This is an optional motivational activity and should be used at your discretion, or as time permits.
- Prepare to display Video #1: Cup Clap Demonstration.
- Prepare to lead a brief discussion about how Cadets learned the game and if they were successful at it.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about learning to play a new game.
Display Video #1: Cup Clap Demonstration. Inform Cadets in advance that after the video they will have to play the game with a partner.
Divide Cadets into pairs. Allow Cadets time to learn how to play the game. Observe as Cadets work on learning the game. Notice the learning strategies they use and if they are successful in playing the game.
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
- What did you learn about yourself that you might not have known/realized by doing this activity?
- Did you see other people try to learn in ways that did not occur to you?
- What skills, prior knowledge, or experiences are most important for you as you try to learn how to successfully perform the Cup Clap?
Total Time: 10minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
- Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
- Ensure that Cadets have access to the Student Learning Plan.
- Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
- Prepare to display the Learning Objectives.
- EnsureCadets have their Cadet Notebooks for use throughout this lesson.
- Prepare to display Video #2: Learning Styles and Video #3: Multiple Intelligences.
- Prepare to distribute copies of Exercise #1:Learning Styles Map and Exercise #2: Learning Styles Inventory.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how you learn. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
- THINK ABOUT what you know about how you learn. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
- VIEW Video #2: Learning Styles and Video #3: Multiple Intelligences. PARTICIPTATE in a discussion about the videos.
- COMPLETE Exercise #1: Learning Styles Map and Exercise #2: Learning Styles Inventory.
- REFLECT on what you learned about yourself in the exercises. ANSWER the reflection questions presented by your instructor.
- What have you learned about yourself?
- Why do you think this might be helpful to you?
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about the learning process and learning preferences.
Total Time: 15minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
- Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
- Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 1 (softbound); the e-text version found in the U3C2L3 resource folder on the Curriculum Manager.
- Be prepared to brief Cadets about the learning process and answer questions they may have about it.
- Provide chart paper and markers for partner or team use.
- Be prepared to brief Cadets about the Dunn and Dunn Learning Styles model.
- Prepare to display a sample Flow Map.
- Prepare to distribute copies of Exercise #3: Learning Activity Preference Match.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how we process information once we receive it.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
- LISTEN to a briefing about the Learning Process. Work with a partner to CREATE a Flow Map illustrating the learning processes of a required JROTC fitness skill.
Divide Cadets into pairs and distribute chart paper and markers. Instruct them to create a Flow Map illustrating the learning processes of a required JROTC fitness skill. Direct Cadets to post their maps for the class to review.
- LISTEN to a briefing about the Dunn and Dunn Learning Styles model. COMPLETE Exercise #3: Learning Activity Preference Match.
Distribute Exercise #3: Learning Activity Preference Match to Cadets and allow class time for them to complete it.
Display Reinforcing Question(s).
- REFLECT on what you discovered about your learning preferences. ANSWER the reflection questions presented by your instructor.
- Is it important to observe our own thinking/learning processes? Why or why not?
- Do you think your learning preferences will change over time? Or change by circumstances?
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
Total Time: 20minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
- Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
- Familiarize yourself with role-play activityin the presentation. To prepare for it, make up four “learner profile” cards that define four different learners and their characteristics.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how they would teach someone to ride a bike.
This phase of the lesson allows Cadets to practice using the new skill or knowledge.
- With your team, ROLE-PLAY how you would teach someone how to ride a bike. Your instructor will assign you a "learner" with given characteristics. PRESENT your role-play to the class. Based on your presentation, class members will guess your learner’s characteristics.
Learner 1
- Does not understand English
- Analytical thinking
- Hates bright light
- Mostly wants to do things by him/herself
- Very chatty
- Global thinker
- Likes to be in a group
- Likes music
- Reluctant to learn
- Gives up easily
- Easily distracted
- Likes to work with others
- Likes visual explanations
- Likes bright light
- Not good at multi-tasking
- Likes to move around
Display Reinforcing Question(s).
- REFLECT on different approaches to teaching. ANSWER the reflection questions presented by your instructor.
- What techniques were employed to teach how to ride a bike?
- How did the different teams approach the challenge?
- What are the most important things you’ve learned today and why?
Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
- Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
- Distribute the Learning Style and Processing Preferences Performance Assessment Task.
- Determine how you will review the key words from this lesson.
- Prepare to use the Digital Timer application in your Curriculum Manager.
- Prepare to assign the performance assessment task as homework as time necessitates.
Direct Cadet Focus: Ask Cadets to think about how they would develop your own learning plan.
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.
- COMPLETE the Learning Style and Processing Preferences Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade.
Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be used as a grading checklist, too.
Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios.
- REVIEW the key words of this lesson.
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them.
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.
- REFLECT on what you have learned in this lesson and how you might use it in the future.
- How does your action plan link to your personal preferences?
- Does your action plan adequately consider how you learn best?
- Are any parts/steps in your action plan designed to expose you to new ways of learning?
Can Cadets answer the Lesson Question(s) now:What is the difference between learning and experiencing?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Homework:
The Learning Style and Processing Preferences Performance Assessment Task may be completed as homework if there is not sufficient time for Cadets to complete it in class.
Optional Activities:
The following activities are not used within the Student Learning Plan, but you may find them useful for enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include:
- Exercise #4: Learning Activity Self-Preference Match
- Exercise #5: Teaching Activity
- Visual #1: Color and Word Test
- Visual #3: Senges Ladder of Inference
- Optical Illusion Brain Teaser animation
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Unit 3: Foundations for Success1