ESOL and Multiple Intelligence Learning Styles Order Instructions: Part I Use this template to create learning activities that are differentiated for various Multiple Intelligence learning styles and levels of cognitive complexity.
This template is a writable PDF that can be completed by typing directing on the form. Refer to Webb’s Depth of Knowledge for examples of verbs that correspond with activities within each level of cognitive complexity. Provide at least 10 activities. Review this example to assist you.
Part II: Choose three of the following topics to reflect upon in a word-processed document. Refer to the course content and assigned readings in your response.
TOPICS: these are the topics
• Clear expectations (using Rubrics)
• Discussion and Student Interaction
• High Order Thinking (HOT questioning techniques and activities that foster critical thinking skills)
Questions to guide your reflection:
• As a learner, how aware are/were you about this topic?
• Explain a time when your individual learning needs were met regarding this topic.
• Explain a time that your individual learning needs were not met regarding this topic. How could your experience have been better (be specific)?
• As a teacher, what are your strengths regarding this topic (be specific)?
• As a teacher, in what areas do you need to improve (be specific)?
• What will you do about it (be specific)?
ESOL and Multiple Intelligence Learning Styles Sample Answer
ESOL
Part I
See PDF file attached
Part II
Topic 1: Clear expectations (using Rubrics)
As a learner, I am very much aware of this topic since I know that Rubrics are important tools which articulate the expectations of a given assignment by specifying the criteria and then describing the levels of quality for every criterion. Receiving a rubric at the beginning of an assignment allows me to feel satisfaction since I am provided with exact parameters. A time when my individual learning needs were met with regard to this topic was when I was able to achieve the expectations for an assignment in a course. A time that my individual learning needs were not met with regard to this topic was when I fell short of attaining the expectations for a certain assignment. My experience could have been better if I had clearly understood the performance expectations, guidelines and criteria for success from the beginning of the school year.
As a teacher, my strengths with regard to this topic include the fact that I am able to effectively set explicit expectations and guidelines from the beginning of the school year, and hold learners answerable for the work they produce in a justified manner. I can develop rubrics and use them properly in evaluating the performance of students in a manner that is consistent and fair. As a teacher, the areas that I need improvement include how to let my students understand the areas where they have to focus on next time when they get a similar assignment. What I will do about it is that I will seek more training and knowledge in order to improve.
Topic 2: Discussion and Student Interaction
As a learner, I am much aware of this topic since I understand that discussions are a vital strategy for encouraging democratic habits, fostering intellectual agility, and enhancing the motivation of students. I know that discussions provide opportunities for learners to practice and hone several skills, such as the ability to enlist and defend positions, consider dissimilar viewpoints, and express and defend positions (McKeachie, 2012). A time when my individual learning needs were met with regard to this topic was when I interacted with other students and communicated with others in class during a discussion. This helped me to effectively construct my knowledge. A time that my individual learning needs were not met with regard to this topic was when I could not take part in a certain discussion properly due to anxiety. My experience could have been better if I had properly prepared myself for the class discussion.
As a teacher, my strengths with regard to this topic include being able to build student engagement and make the class interactive, encouraging shy students to speak, and actively listening to learners during class discussions. As a teacher, the areas that I need improvement include encouraging in-depth conversations amongst learners and between teacher and students, and devoting a large percentage of class time to student interactions. What I will do about it is that I will practice doing these more and more.
Topic 3: Higher Order Thinking (HOT questioning techniques and activities that foster critical thinking skills)
As a learner, I am very much aware of this topic since I know that Higher-Order Thinking takes thinking to greater levels than simply reiterating the facts – it necessitates the student to do something with the facts, for instance, categorize them, infer from them, or understand them (McKeachie, 2012). A time when my individual learning needs were met with regard to this topic was when I was able to effectively carry out various activities of Higher Order Thinking such as for define, demonstrate, classify, construct, evaluate, describe, interpret, distinguish, and measure. A time that my individual learning needs were not met with regard to this topic was when I was unable to effectively apply facts as I sought a new solution to a new problem. My experience could have been better if I had taken my HOT lessons more seriously.
As a teacher, my strengths with regard to this topic include being able to properly incorporate HOT skills into the curriculum and using various strategies to enhance HOT skills of students such as categorizing concepts, teaching steps for learning concepts and encouraging questioning. As a teacher, the area that I need improvement is how to identify the most appropriate activities for improving HOT skills of learners. What I will do about it is that I will ask my colleagues to help me with this area.
ESOL and Multiple Intelligence Learning Styles References
McKeachie, W. J. (2012). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Cleveland, OH: Penguin Publishers.
