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Martha Kaufeldt MARTHA KAUFELDT FRIDAY 17 MAY Session 1 Change Your Bait! Eight Great Strategies to Get Every Learner into FLOW MARTHA KAUFELDT Martha Kaufeldt specivalises in curriculum development, differentiated instruction, school restructuring, assessment and brain-compatible learning strategies. Martha began her research of brain-compatible teaching and learning strategies while working with several school districts in the US to develop gifted, talented and extended-learning programs. She delivers motivational presentations and dynamic workshops that address the fundamentals of brain-compatible learning and differentiated instruction for all year levels. A message from Hawker Brownlow Education We hope that you have found these conference papers and the accompanying sessions useful. Please be aware that the contents of these papers are the intellectual property of the speaker and no reproduction for any purpose is authorised. We urge you to take care of this booklet. Replacement copies will not be made available either during or after this conference. Published in Australia by This handout was created by Hawker Brownlow Education for the proceedings of the Hawker Brownlow 16th Annual Thinking & Learning Conference. All rights are reserved by Hawker Brownlow Education. It is a violation of copyright law to duplicate or distribute copies of this handout by any means for any purposes without prior permission in writing from Hawker Brownlow Education. Professors and workshop presenters must fi rst secure written permission for any duplication rights. For copyright questions, permission requests, or information regarding professional development contact: Hawker Brownlow Education P.O. Box 580, Moorabbin, Victoria 3189, Australia Phone: (03) 8558 2444 Fax: (03) 8558 2400 Website: www.hbe.com.au Email: [email protected] © 2019 Hawker Brownlow Education Printed in Australia CODE: MKT0201 0519 MARTHA KAUFELDTMARTHA 17MAY2019 FRIDAY Proceedings of the Hawker Brownlow Annual 16th Thinking and Learning Conference, May 2019 16–19 Hawker Brownlow© 2019 Education. All rights reserved. MKT0201 Change Your Bait! Using a Fishing Metaphor Eight Great Strategies to Get Every great angler prepares for Every Student Into FLOW fishing by evaluating the weather, location, the time of day, and fish habits & preferences. Based on past experiences, the most appropriate lure is selected. To increase success, after a while every great fisherman/woman reels in the line, turns to the Holland, MI Aug. 2002 tackle box and decides to "change 20 pound King Salmon Author the bait." Remember the FLOW Theory: Mihalyi Csikszentmihayli “Strike Three” Rule FLOW is an optimal state of When a teacher has taught a concept, consciousness, a peak state skill, process, etc. in the same manner using three different examples, those students who where we both feel our best are able to learn it that way - have already and perform our best. “GOT IT” and are getting BORED! The others are waiting for you to “change your bait!” SESSION 1 1 © 2019, Martha Kaufeldt, Scotts Valley, CA USA MARTHA KAUFELDTMARTHA 17MAY2019 FRIDAY 2 FLOW: State of optimal engagement Where the following conditions exist: TASK Ø Challenge and skill level are well matched - Proceedings of the Hawker Brownlow Annual 16th Thinking and Learning Conference, May 2019 16–19 Ø Stressors are reduced - Relaxed & alert Ø Clear goals – You know what to do and why FLOW ZONE you’re doing it. CHALLENGE CHALLENGE Ø Flexibility: Choice and options are available SKILL – ABILITY (Perceived) Ø Feedback is available as needed © 2019 Hawker Brownlow© 2019 Education. All rights reserved. MKT0201 When experiencing “FLOW” DIFFERENTIATING INSTRUCTION Differentiating instruction involves structuring Ø Students are inspired by the task or activity lessons at multiple levels so that each student has to persevere (“I want to do this!”) an opportunity to work at a moderately challenging, Ø Students are attracted to the task to initiate developmentally appropriate level. engagement (“I think I can/want do this!”) Instruction may also be differentiated in: Ø Students make a connection to prior Content (What you expect the students to learn) experiences/knowledge (“I recognize this!”) Process (Providing a variety of multi-modal ways for Ø Time goes by unnoticed (“I want to keep students to explore and make sense of the content) going!”) Product (The outcome at the end of a lesson/task to demonstrate understanding) SESSION 1 7 Environment (The learning setting and materials) © 2019, Martha Kaufeldt, Scotts Valley, CA USA MARTHA KAUFELDTMARTHA 17MAY2019 FRIDAY Proceedings of the Hawker Brownlow Annual 16th Thinking and Learning Conference, May 2019 16–19 Hawker Brownlow© 2019 Education. All rights reserved. MKT0201 Vary the PROCESS Vary the PRODUCT “A product is a vehicle through which Create activities that incorporate aspects a student shows (and extends) what he of Learning Preferences, Modalities & or she has come to understand and can Intelligences do as a result of a considerable segment Don’t forget Kinesthetic Learners! of learning.” Carol Ann Tomlinson Utilize technology resources Culminating products might be models, writings, visual displays, demonstrations or exhibitions Include various, frequent Reflection Products used for evaluation should have precise activities expectations for content, quality, steps, behaviors. Word Smart Number Smart How can I have students How can I incorporate use written or spoken numbers and calculations? language? How might we use logic? How can I build How can I encourage analysis vocabulary? and critical thinking? How can I encourage conversations? SESSION 1 3 © 2019, Martha Kaufeldt, Scotts Valley, CA USA MARTHA KAUFELDTMARTHA 17MAY2019 FRIDAY 4 Music Smart Picture Smart How can I bring in music How can I incorporate or environmental more visuals? sounds? How can I use more Proceedings of the Hawker Brownlow Annual 16th Thinking and Learning Conference, May 2019 16–19 Can I connect key points color, texture, design? to a melodic or rhythmic How can I encourage framework? visualization and imagination? © 2019 Hawker Brownlow© 2019 Education. All rights reserved. MKT0201 Body Smart Nature Smart How can I have students How can I make use their whole bodies? connections to the Can I provide a “first natural world? hand” experience? Can the students have Could there be outdoor exploration? performances or Can I use manipulatives demonstrations? from natural materials? SESSION 1 © 2019, Martha Kaufeldt, Scotts Valley, CA USA MARTHA KAUFELDTMARTHA 17MAY2019 FRIDAY Proceedings of the Hawker Brownlow Annual 16th Thinking and Learning Conference, May 2019 16–19 Hawker Brownlow© 2019 Education. All rights reserved. MKT0201 Self Smart People Smart Can I orchestrate time for Can I design collaboration personal reflection? opportunities? How can I evoke emotions Can I teach social skills? and memories? How can I encourage How can I teach conversations and “mindfulness” and “meta- partnerships? cognition?” We SEEK and CHOOSE tasks that: Teach me in the ways Appeal to our Learning Preferences I learn best! Remind us of our past Successes Are within our realm of possibilities Students may grasp new concepts (I think I can!) more easily if they have Look like it might be FUN! opportunities to process the Might let me get up and MOVE! information in a way that makes sense to them - and comes more Will let me work with others SESSION 1 easily to them. 5 © 2019, Martha Kaufeldt, Scotts Valley, CA USA MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1 Multiple Intelligences Change Your Bait! Eight Great Strategies to HOOK Every Learner – The Multiple Intelligences Presenter: Martha Kaufeldt As described by Howard Gardner, a leading researcher at Harvard on the understanding of the multiple intelligences (MI), an “intelligence” is the ability to solve problems or create meaningful products in a particular setting. Gardner and his team have identified at least eight ways that we learn and know about reality that are common to all cultures, and he believes there may be more. Each of us has unique strengths based on our genetics and our environment. Each person is “smart” in his or her own way. By discovering and building on those strengths we can help students use their intelligences to enhance their understanding of new concepts. The eight intelligences Gardner identified are the most common or preferred processing and problem-solving abilities: • Verbal-Linguistic “Word Smart” • Logical-Mathematical “Logic Smart” • Visual-Spatial “Picture Smart” • Bodily-Kinesthetic “Body Smart” • Musical-Rhythmic “Music Smart” • Naturalist “Nature Smart” • Interpersonal “People Smart” • Intrapersonal “Self Smart” Students may grasp new concepts more easily if they have opportunities to process the information in a way that makes sense to them - and comes more easily to them. The following list contains some indicators to help teachers and parents determine at a glance some of the students most developed intelligences. Verbal-Linguistic = “Word Smart” Interpersonal = “People Smart” . A love of language and words . Great communicator . Enjoys reading and writing . Enjoys working with and . Good at word games & puzzles helping others. Uses metaphors and colorful language . Very social and has a lot of friends. Can read other’s intentions, Logical-Mathematical = “Logic Smart” moods and feelings. Creates logical patterns . Good at strategy games like chess –often Intrapersonal = “Self Smart” competitive . Process and problem-solves best
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