Different Strokes, Different

Bikes
By: Isabel Rodriguez
Summer 2014
STEAM Program
Faribault District Schools

Most people can relate to BIKES

Different types of BIKES = different types of
learners
Different interests for having or reasons to use
a BIKE = different reasons or interests in
learning
Most of all can learn to ride a bike, and had or
will have different experiences in learning how
to ride a bike = different experiences in
learning

How did you learn how to

ride a bike?

 Did
Did
Did
Did
Did

you struggle?
you learn?
you use the training wheels?
someone help you?
you have a good experience?

Strategies for
Supporting
Struggling
Learners

Why Do Students
Struggle?
All students are entitled to a RIGOROUS, RELEVANT
and SUCCESSFUL educational experience.

All kids want to learn.

Struggling students often reach out ways including
clowning around, distracting themselves, not
following instructions, or putting little effort into
the task.
For many students, achieving success is a challenge,
particularly for children with disabilities, and
disengaged or struggling learners.

Connecting with children help them to feel safe, and

eventually they will engage in the learning process.

Learning styles
Step 1:
Recognize that there is not a single way for
students to learn.
Provide a wide variety of VISUAL, AUDITORY,
TACTILE learning materials.
Multiple Intelligences Theory (MI) contends that
different people have different ways of thinking and
processing (Gardner, 1983).
OUR TASK: Ensure that instructional strategies are
available to identify and take advantage of the
unique intelligence of individual students.

Multiple Intelligences Theory

Gardners 8 - 1983
Verbal linguistic
Logical mathematical
Visual spatial
Musical rhythmic
Bodily kinesthetic
Naturalist patterns and relationships in nature
Interpersonal sensitive to others/ group work
Intrapersonal introspect and self-reflection

Multiple Intelligences
According to a 1999 study (Liu and Ginther)
20-30% of American students - auditory
40% - visual
30-40% - tactile learners, or a combination of
visual, auditory and tactile.
Many learning style inventories. Ex. Multiple
Intelligences Test and discussion
Take-away: We all learn differently and one
standard method of teaching is not
sufficient

Engaging Diverse Learners

Step 2: MATERIAL
Rich and engaging content
Relevance to students life experiences
Reflects students culture
Important Facts:
1.Students with learning disabilities and special
needs may often be visual learners and benefit
when materials are designed to respond to their
preferred learning style.
2. ELL students learn best when reading and
writing content reflects their cultural experience
and are heavily supported with visual images.

Engaging Diverse
Learners
Self-motivation - magic ingredient for achieving
success in whatever you do, including academic
success.
Encourage and nurture every students innate
desire to learn.
To Recapture and reengage struggling
students, the classroom environment must foster:
active learning
opportunity to take control of their learning
The content of the learning makes sense to the
student and is understood in the context of the
students life.

Responsible Learning
Step

3: Empower students to take

control of their learning through the
creation of their own personalized
learning materials.
Learning by doing.
Constructivist Theory

Learners actively construct knowledge by

integrating new information and
experiences into what they have
previously come to understand

Responsible Learning
1.

motivation is related to whether or not students have

opportunities to be autonomous and to make
important academic choices.

2.

Having choices allows children to feel that they have

control or ownership over their own learning. This
helps them develop a sense of responsibility and selfmotivation.

3.

When students feel a sense of ownership, they want

to engage in academic tasks and persist in learning.

Differentiated Instruction

Students learn best when they make

connections between the curriculum and
their diverse interests and experiences.

Rather than "teaching to the middle",

teachers using differentiated instruction
match tasks, activities, and assessments
with their students' interests, abilities,
and learning preferences.

Differentiated Instruction
Get

to know your students

Identify

areas of your program that can

be adapted.

Identify

ways to adapt instruction,

space, etc.

Adapting Activities
Ideas:

Model activities
Group work vs. individual work
Enrich content to reflect students experiences
Add/subtract classroom materials
Change location/space
Modify content (book, role playing, etc.)
Vary support
Change activity/movement level
Allow for choice (responsible learning)

10 ways to encourage
students to take responsibility
for theirlearning

1. Dont make all the decisions

2. Dont play guess whats in my head

3. Talk less

4. Model behaviors and attitudes that

promote learning

5. Ask for feedback

10 Ways
6.

Test less

7.

Encourage goal setting and reflection.

8.

Dont over plan.

9.

Focus on learning, not work.

10.

Organize student led conferences

Adapting Activities
Activity:

Choose a scenario and come up with a list

of differentiated or adapted
activities/ideas to assist the student(s) in
the scenario in remaining engaged,
connected, and supported.
Share with the group

FINAL
THOUGHTS

Questions?

And enjoy the ride