(from WorkBook 1 Extend activity)
Students:
One who worries about always getting things just right,
One who you believe has untapped potential, and
One who reminds you of yourself as a student.
Workers:
One who worries about pleasing everyone, never confronts,
One who is not very engaged in the work, doing minimum, and
One who reminds you of yourself.
Post your comments to this blog post. Post the challenge you would creator each type of learner by adding a COMMENT to this post.
Students:
One who worries about always getting things just right,
One who you believe has untapped potential, and
One who reminds you of yourself as a student.
Workers:
One who worries about pleasing everyone, never confronts,
One who is not very engaged in the work, doing minimum, and
One who reminds you of yourself.
Post your comments to this blog post. Post the challenge you would creator each type of learner by adding a COMMENT to this post.
STUDENT 1:
ReplyDeleteStudent one may be a type II learner who falls in quadrant II. This student learns best by completing activities, exercises, and assignments that allows them to judge accuracy and examine exact details. This student will do well with the “traditional” learning model. Lectures, projects, and assessments. To add creative components, I would also incorporate assignments that implement fine art aspects like collages (art) and presentations with music. These assignments would include detailed rubrics that provide the student with something clear and concise to follow.
STUDENT 2: Has Untapped Potential.
This student is a little more of an adventure. I am not exactly sure which learning type he or she may be. In past experiences, my mystery student with untapped potential usually turned out to be a student who was extremely talented at hands-on assignments, like iMovie and Prezi presentations. I would really study what this student was good at and create assignment options that allowed them to achieve their full potential. For example, for some assessments, I provide students with options as to what type of assessment they would like to complete. Some students would rather take a written test, some would like to create a Prezi or iMovie presentation, and others want to create a song or poem. Sometimes the easiest solution is to ask the student what works best for them.
STUDENT 3:
As a student, I liked to know the exact details of what a teacher wanted. I did well with rubrics, clear instructions, and clear expectations. I excelled at projects (with clear instructions), writing assignments, and memorization assignments (like identify body parts in Anatomy and Physiology). I did not like courses like Physics and Geometry. This student needs a clear and concise course outline, rubrics, and set schedule without drastic changes or deviations. When it comes to lectures, I would not lecture for an entire class period. Lectures would not be longer than 20 minutes and the remainder of class would be spent completing practice problems, working on assignments, and answering questions the student may have.
Student #1: Adding creative components would definitely help this student. S/he needs practice in moving into open ended areas of thought.
DeleteStudent #2: Excellent strategy, one that honors the student. This student needs to be "turned on."
Students #3: This student also needs fields of study where the answers are less aable to be deciphered, like physics. How was algebra compared to geometry?
deciphered.
Response from Lindsey Seegers--Workers/Employees (my Team of Instructors):
ReplyDeleteOne who worries about pleasing everyone, never confronts:
Instructor 1: In the case of my employee (and Instructor I oversee) who falls into this, she must "do" to learn. She has a background in events and operations, so physically moving, maneuvering, doing is how she comprehends and solves. I believe she is a Common Sense (3) and Dynamic (4) learner. As I fall into both 1 and 3, providing her the "Why" and connection to the bigger picture almost always falls short of her producing the required result. She requires action to understand. Because she thrives independently--but can easily be distracted and take her initiative in the wrong direction--I need to provide clear hands-on opportunities, structure such as check-lists and timelines to allow her to use her inclination towards Action applied to the needed results.
One who is not very engaged in the work, doing minimum:
For my Instructor Number II, there seems to be both a lack of motivation as well as personal responsibility presently showing in her role She is incredibly literal, so much so that I have begun to choose my words incredibly carefully! She always needs to take time to process information reflectively before returning ready to Do. I believe she is a Type Two, very analytical and reflective. To foster her success with her students, and support her independence as a success new Instructor, providing her reading and training on both her culinary content and professional skills will likely support her analytical style, and offer her to quiet space to absorb the necessary information and put it into action.
One who reminds you of yourself:
My Instructor III reminds me of myself, high standards with excellent output but incredibly hard on herself and often thinking that she is failing. I think she is a Type 4, as her high initiative has her always ready to take risks with new baking skills, master the skills she knows she is not strongest in, and apply her breadth of knowledge in the kitchen. She is strong in being flexible to adapt to students' various needs and styles. In taking action and seeing her baking students succeed, she is able to apply the content in a way that consistently produces excellent results. Funny enough, in training my Instructors on 4MAT, Instructor III was the employee who responded, "I don't get any of this, this is far too abstract for me!" I think this employee hovers between Quadrants 3 and 4. To best support her, I think reinforcing the documentation that needs to happen with her lesson will support her flexibility but also get her back on track in assessing the grading the apprentices.
Instructor #1:Great answer: this will work with this instructor.John Dewey speaks of learners who learn mainly by doing and the doing gives them a sense of competence, of agency."She requires action to understand"you say and yet must be supported to do the Quadrant Two work to achieve the success she needs. Check lists and timelines. Yes.
DeleteInstructor #2: Another successful strategy: This instructor needs time, patience, and lots of support to bring her the success she needs to catch fire.
Instructor #3: Hard on herself, yet she takes risks anyway.Flexible, intuitive gift of sensing students' needs. Your strategy to reinforce her planning, (which Type Fours need to work on) will really help.
One who worries about pleasing everyone, never confronts:
ReplyDeleteTeacher 1: This teacher is very friendly and always wants to work with others. Seeks supports and try to involve all grade level colleagues and get their input. Loves to hugs and being acknowledged. If someone did not respond to her email, she thinks of what did I do for that person. She takes it so personal. I will support this learner by ensuring that it is not about you, do not take it personal it is about the work. I think this teacher is type 1 and 2 learner for continuously asking about the why and the what. To support this teacher, currently, when she starts talking about other people and how they makes her feel, I acknowledge her feeling, help her to refocus and redirect the conversation towards the work and what needs to be done.
One who is not very engaged in the work, doing minimum:
Teacher 2: Very pleasant person, cares for his students; however, he lacks to take time to plan, always uses other teachers' lesson plans. He participates in Grade Level Meetings as an active participant, but do not completes his part or if he does the work it is not to the high standards the team agreed upon. His colleagues tried to help and provide support, though they gave up on him. To assist him, I create an improvement plan, he shows interest in the solution and admits that he needs to change, then does not follow through. He is very interested in after school activities. He is a type three learner who needs hands-on experiences. I need to provide more opportunities and tasks that builds his capacity such as send him to PDs and ask him to report to the team about his new learning and share his plan with others.
One who reminds you of yourself:
Teacher 3: Very energetic, wants to do everything, provides too many details and explains everything. Takes on helping others and goes out of her way to support others. Always looks for resources and thinking of solving problems. Provides advice, and takes initiatives. Always thinks of the obstacles that might face us when implementing a plan. Developing more than one plan for the same goal “just in case”. She is very determent. People perceive her as arrogant and pushy. To support this teacher I ask her to present her plans and provide her with approaches to reach out to others. I encourage her to give other teachers autonomy by giving people chance to think and find their own resources. This teacher is a 1 and 4 learner.
Teacher #1: Good strategy, "that this is not about you." This behavior is very extreme "Type One." Perhaps her feeling levels overwhelm her reactions to others. It is a good idea to give her support when when does her work well.
ReplyDeleteTeacher 2: Sending him to PDs and having him report to his group is a good strategy. At some point you might want to hand the problem back to him. Have him design a program for a teacher like himself if he were the principal. Just a thought, your call.
Teacher #3: Quite good strategy here. Also need to let her know when she does things extremely well.