1. Welcome!
Before you find a seat, please….
•Sign in on the clipboard
•Think of a word that
characterizes your group

2. June 24, 2013
Today’s agenda
Introductions, group expectations
Overview syllabus
Review curriculum designs
Learning styles and surveys
Review chapter 1 on UbD and DI

3. Essential Questions for today’s
session:
What are the expectations and assignments
for this course?
How does Effective Instruction fit into the
EDMA program?
How do teachers use Learning Styles in
Effective Instruction?
How will UbD integrate with DI?

4. Course Objectives Examine current theories and research-based literature to
understand multiple components of effective instructional practice
 Demonstrate the ability to plan instruction, utilizing a lesson design
model
 Create an instructional plan that addresses a curricular objective by
using multiple instructional strategies
 Plan instruction using critical and/or creative thinking processes
that deepen learning and increase rigor
 Adapt lessons to differentiate instruction for groups of students with
differing abilities as determined by assessment data
 Demonstrate the ability to monitor student learning during a lesson
and adjust instruction accordingly

5. Icebreaker Activity!
As a group at your tables, think of four things you
all have in common.
 Next, think of the people who play different roles
in your cohort. Who are they and what are their
“roles”. Example: who’s the caretaker? Worrier?
Jokester? Justifier? Sharer?
Lastly, list the strengths and weaknesses of your
cohort. What do I need to know about your
group?

6. Setting Norms for Class
At your tables, come up with three to four
“norms” (expectations) you want for our class.
Example norms from my PLC: The Knuckleheads’
We agree to:
Start our meetings on time and end on time.
Share at least one idea at each meeting.
Listen to one another, respect each other’s ideas.
Participate in discussions, be willing to share, keep sidebar
conversations on topic.
Stay positive, no complaining unless a solution can be offered.

7. Clock Partners
Please fill in your clock with a different person at
each time.
Try to find at least one person you haven’t worked
much with to be on your clock.

8. Share your questions and opinions
Choose a place to start. Please have no more than 2
people at each place. At my signal, you will move
clockwise around the room.
At each topic, please write in at least two of the
boxes. (Carousel)

9. Review Curriculum
What is the definition of curriculum? (Pair Share at
tables)
What characteristics does an effective curriculum
have? (Talking Chips-whole group)
Look at the characteristics we listed. How does a
well-designed curriculum benefit students? Discuss
with your 1 o’clock partners. Be prepared to share one
or two ideas connected a characteristic.

10. Curriculum poems
Puzzle activity: With your 3 o’clock partner, you will
create a “Who am I” poem to describe the curriculum
type.
Reflect: Which type of curriculum do you prefer?
What does that say about you as a learner? As a
teacher?

11. Learning Styles…
Do they exist? On the strategy guide, write down your
belief before we begin the video. As the video plays,
write down statements in which you agree or
disagree. When the video is finished, I will give you a
few minutes to fill in the evidence/support boxes.
Then we will discuss the videos. (Discourse
circle/Save the Last word for me)

12. Video: Learning Styles Don’t Exist (video 1 and 2)
Topic: _________________________________________
Name: _________________________________________
Preview/Review: Write down your beliefs about learning styles and their place in the classroom.
Record: (Make notes from the video in which you..)
Be prepared to support your notes with evidence.
I Agree… (statements/opinions) Here’s why…(evidence/support)
I Disagree… (statements/opinions) Here’s why…(evidence/support)
Whole class: Discuss-Save the Last Word For Me.
Reflect! How has the discussion added, strengthened, or changed your
initial belief?

13. Characteristics of Learners
Learning Styles Preview!
www.xtranormal.com
Visual Learners
Remember written directions well.
Need to see material to learn it.
May be artistic.
May have difficulties focusing on lectures if there
are few visuals.

14. Auditory Learners
 Very good at remembering what they hear.
May have difficulties remembering things
that they have read. Also may have
difficulties reading and/or writing.
Can find it hard to read facial and body
language.

15. Tactile/Kinesthetic Learners
 Need hands-on/active learning (touch and
movement).
Don’t require instructions to assemble
something.
Can have difficulties if have to remain
seated for a long period of time.
May be athletic.
 Learning style survey

16. Connecting Multiple Intelligences and Multiple
Learning Styles
Visual (spatial). You prefer using pictures, images, and spatial
understanding.
Aural (auditory-musical). You prefer using sound and music.
Verbal (linguistic). You prefer using words, both in speech and writing.
Physical (kinesthetic). You prefer using your body, hands and sense of
touch.
Logical (mathematical). You prefer using logic, reasoning and systems.
Social (interpersonal). You prefer to learn in groups or with other
people.
Solitary (intrapersonal). You prefer to work alone and use self-study.
Multiple Intelligence survey

17. Connecting Brain research to Multiple
Learning Styles
Research shows us that each learning style uses different
parts of the brain. By involving more of the brain during
learning, we remember more of what we learn.
Researchers using brain-imaging technologies have been
able to find out the key areas of the brain responsible for
each learning style.:
During WWI scientists began drawing conclusions on how
the brain functions and what parts of the brain controls
what. When shrapnel would enter parts of the brain,
scientists would observe what part of human functioning
was impeded. During WW II, scientists were able to
confirm these studies.

18. Learning Styles assignment#1
 ______ Learning Style Survey
 Find a Learning Styles survey that could be administered to your class in the fall.
Bring a copy of the Learning Style survey or the print the first page of the survey if it
is found online. From the survey, describe how you will organize the data you
collect.

 ______ Analyze Your Teaching Style with your Learning Style
 Participate in a Learning Style Survey. Identify your learning style and analyze its
impact on your teaching style. What trends or patterns to do see? How do you
design curriculum to include all learning styles? What could you add or change in
your teaching to be more varied in your delivery of curriculum?

19. ______ Parent Information
Create a product (Brochure, letter, or other) that explains the
significance of understanding their child’s learning preferences. Give
study tips for homework related to their learning preference. One
product may be made that includes all three learning styles or
separate products can be made for each learning style. The product
should be word-processed.
______Presentation
Be prepared to share your findings, student survey, and brochure.
Explain how you include or will include more learning styles in one or
more areas.
Total __ out of 10

20. Understanding by Design (UbD) and
Differentiated (Responsive) Instruction (DI)
UbD and DI Focus on four elements:
Whom they teach (students)
Where they teach (learning environment)
What they teach (content)
How they teach (instruction)

21. UbD focuses on what we teach and what assessment
evidence do we need to collect. Its primary goal is to
guide student learning and how and what we teach
to make students successful.
DI focuses on whom we teach, where we teach, and
how we teach.
Its primary goal is getting teachers to focus on
processes and procedures to ensure effective
learning for varied individuals.

22. Activity: Axioms and the
supported corollaries
Partner with your 5 o’clock partner. (Jigsaw). Read the
axiom and corollaries. Find in the scenario the connection
between Mr. Axelt’s actions and the axiom and corollaries.
Frame your thoughts by thinking about these guiding
questions:
What the students do in the lesson/unit
How Mr. Axelt designs the lesson/unit
How Mr. Axelt delivers the lesson/unit
In sharing with us, please include the following: axiom
and corollaries, one-two word generalization that sums up
the axiom (title), and examples of how Mr. Axelt
demonstrated understanding of the axiom. Your group
may choose how you present to us.

23. Weekly Reading assignments
In each session, we will discuss the chapter assigned
for the week. Please come prepared with two or three
points from the week’s reading: (Socratic method)
Ah ha moments: (Wow, I never thought of it that
way.)
Right on moments: (He got that right!)
Really moments: (The author has got to be kidding!)
Question moments: (Why? All I can say is why!)

24. For Wednesday’s session
Please read chapter 2 for our next session.
Assessment #1 is due July 3.