Activity 4 Didactics I Prof.

Grisel Moreno Cerp del Litoral 2020

Have a look at the activity on the picture, which styles are taken into account? Bearing
in mind the theory on the PPT, how can you differentiate activities according to the
different styles? Plan two more activities related to this one.

Which styles are taken into account? First of all, the Visual learning style is obviously
covered in the activity, by the abundance of pictures therein.

Secondly, Verbal learning style is also covered, inasmuch as the written words are
there, to be matched with the pictures.

Thirdly, I’d also say that the Physical/Kinesthetic learning style is also covered or
touched on, because of the activity’s requirement of the learner physically using his
mouse, and dragging and dropping the words on top of the pictures, to match them,
so, there occurs the use of the hand, and hand-eye coordination is also required to
pass the activity.

Lastly, the Solitary learning style is not left behind, because the activity is “solo”, thus
permitting the student to work alone and fend for himself.

As a conclusion, the activity covers a combination of learning styles successfully, and

should be appropriate for the majority of the students in a classroom, because
probably at least one of their learning styles will be covered by this activity, thus
engaging them and being fit for them.

How can you differentiate activities according to the different styles? Well, as the PPT
points out, the very first step a teacher should take, is to “identify areas of the
curriculum that can be adapted for differentiated instruction”.
This is done, by identifying the major concepts, principles, and skills that our students
should learn. Firstly, the teacher should “get to know” their students. Identifying the
level at which they are at individually, by running standardized tests or diagnostic tests
on them, and also utilizing the information about their students that the institution’s
records may provide.

Lastly, the teacher should (taking into account the curriculum) brainstorm ideas for
activities and tasks that address each specific student’s learning style, learning
preferences, abilities, interests, etc.; all without developing a separate lesson plan for
each student, but providing with each task and activity different learning options, or
paths, for students to take.
Plan two more activities related to this one.
Well, considering that the broad topic is “classroom objects”, and the teaching of the
individual English words of each one to students; the activity in the picture would
teach the words to the students if they didn’t know them already, and help correct
their previous misconceptions if they had any.

So as a second activity after that one (the one in the picture), I’d propose a speaking
activity in pairs, where each student has to describe to the other taking turns, the
different objects which he or she carries in their backpacks, or which are on top of
their desks. The description could be literal, as just stating the name of the object and
use, or more creative, perhaps telling a story about a particular object which they like,
such as their favorite pen or notebook, why and how they bought it, etc.
This speaking activity would cover some learning styles left behind, such as the Social
learning style, and Musical/auditory learning style.

Lastly, as a third activity, I’d give them a simple “fill in the blanks” task. With sentences
related to classroom objects and classroom situations; and the blanks to fill would be
the very classroom objects being taught, such as “pen”, “pencil”, “whiteboard” etc.
I believe this last activity would help solidify what they just learned, by putting it into
practice in a standardized task or test; and would also cover (in my opinion) the last
learning style which was until now not touched on, the Logical/Mathematical learning
style, because in a sense the use of logic is required in tasks such as “fill in the blanks”
because students are supposed to first know the appropriate words, but to also
recognize the previous patterns the sentences were following, in order to deduct
which word is required.