Wei-ling HuangDefense Language Institute

Foreign Language Center

Exploring the Possibilities: Universal Design for Chinese

Lessons

Overview

• Universal Design for Learning• Four stages of learning• Multiple Intelligences Theory• Bloom’s Taxonomy• Lesson planning based on the MI - Bloom Matrix• Lesson Plan Sample

“The concept of UDL is the intersection where, multisensory teaching, multiple intelligences, differentiated instruction, and the use of technology come together.”

What is Universal Design for Learning?

“The size of the regions devoted to each of these systems is different for each person, which is reflected in different types of learning style, strengths, and weaknesses.”

These new technologies reveal that learning is 1) modular, 2) distributed, 3) parallel, and 4) hierarchical.

Recognition Networks – require multiple methods of representation, to give learners various ways of acquiring information and knowledge (printed text, digital content, text-to-speech, graphics, multimedia)

Strategic Networks – require multiple methods of expression to provide learners alternatives for demonstrating what they know (written--word processing, spoken text, visual representation--illustration)

Affective Networks – require multiple options for engagement to tap into learners' interests, offer appropriate challenges, and increase motivation (hands-on, cooperative groups, individual learning)

Brain & Learning Research

1. Unconscious Incompetence2. Conscious Incompetence3. Conscious Competence4. Unconscious Competence

The Four Stages of Learning

Lesson Planning For Multiple Intelligences

Intelligence Teacher Presentation Skill Teaching Activities Methodology / Approach

Linguistic Teaching through storytelling Lectures, discussions, word games, choral reading

Direct Method, Community Learning

Logical-Mathematical Socratic questioning Problem solving, mental calculation, number games, critical thinking

Inductive Learning, Constructivism

Visual-Spatial Drawing/mind-mapping concepts

Visual presentations, mind-mapping, art activities

Bodily-Kinesthetic Using gestures/dramatic expressions

Hands-on learning, drama, dance, tactile activities

Total Physical Response (TPR)

Musical Using voice rhythmically Superlearning, songs that teach

Suggestpedia

Interpersonal Dynamically interacting with students

Cooperative learning, peer tutoring, simulations

Collaborative Learning

Intrapersonal Bringing feeling into presentation

Individualized instruction, independent study, self-esteem building

Silent Way

Naturalist Linking subject matter to natural phenomenon

Nature study, care of animals, ecological awareness

Adapted from T. Armstrong, Multiple Intelligences in the Classroom.

Eight Ways of Teaching

Your Teaching Style

Sample MI Profile

blank_mi_bloom_matrx.pdf Revised Bloom Taxonomy

Multiple Intelligences & Lesson Planning

Topic: Global Warming

Knowledge

QuestionList words that are related to global warming

Activities:BrainstormProvides pictures,Pantomime

Comprehension

QuestionSummarize the article “the dangers of global warming”

Activities:Songs, Acting out sentencesCrazy sentences

Application

QuestionExplain the dangers of global warming to others

Activities:News reportDesign posters

Analysis

QuestionIdentify the causes of global warming

Activities:Vote with feet, Unsolicited AdviceTags on the back

Evaluation

QuestionJudge/decide the factor that contributes most to global warming

Activities:Debate, role-play

Creation

QuestionConstruct a plan on how we can help solve the problem

Activities:Write lyrics to an existing tune of a songDesign a poster with illustrationWrite a letter to the concerned authorityCreate a newspaper

Bloom Taxonomy: From LOTS To HOTS

Lesson Plan Design

• Develop activities based on the MI - Bloom Matrix:

– Applicable to real-life situations– Syntactic & semantic processing– Practice of four proficiency skills– Defined communicative outcome– Corrective feedback

References

Armstrong, T. (1995). Multiple intelligences in the classroom. Virginia: ASCD

Beaver, R. & Moore, J. (2004). Curriculum design and technology integration, Learning & Leading with Technology, Vol. 32, No 1, 42-45.

Christison, M. A. (1996). Seven ways to be smart [sound recording]: Applying multiple intelligence theory in the second and foreign language classroom.

Ellis, R. (2003). Task-based Language Learning and Teaching. New York: Oxford University Press.

O’Connor, J. & Seymour, J. (1995). Introducing Neuro-Linguistic Programming. London: Thorsons