Tag Archives: interpersonal

What is the difference between the interpersonal learning style and the intrapersonal learning style?

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interpersonal and intrapersonal learning styles

People with an intrapersonal learning styleoften enjoy working by themselves because they trust themselves due to the fact that they know themselves so well. They are often intrinsically motivated and hard workers. Where as people with an interpersonal learning style enjoy working with others in partners and groups. They are encouraged by others.

Deciding which of these learning styles you  or a student is can be confusing because they can overlap, as with any other intelligence. Just because you have an intrapersonal learning style doesn’t mean you don’t also have an interpersonal learning style to tack onto it. If you have both, you will feel comfortable in both settings but may prefer one over the other. I think of myself as having an intrapersonal learning style but I do work well with others when I need to. I prefer to work alone but do fine when working with others. I created a free multiple intelligence test, located at the link below, in order to help people find out which multiple intelligence they have and thus learning style.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics offers many activities based on the interpersonal learning style and the intrapersonal learning style. 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can you differentiate instruction with examples?

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Use Multiple Intelligences to Differentiate Instruction for Content

Differentiation through the use of multiple examples goes along with the UDL (Universal Design for Learning Principles) idea of recognition learning. This is not a complex idea but it does take planning. The idea is that the more examples you give, and in different ways, the more students you will reach and the higher retention of the material they will have. Differentiated instruction can be done through the use of mutliple intelligences or ability levels.

One of my favorite lessons that I created that differentiates instruction in this way was about grids, latitude and longitude, etc.) I used multiple intelligences to differentiate. I first introduced the students to grids by providing the definitions that went along with grids and then I drew them on the board and had the students draw it next to the definition (linguistic, spatial). I also had them stand up for longitude and lay on the floor to explain latitude (kinesthetic). I showed them Santa Clause sliding on a longitude line from the North Pole to the South Pole and said “it’s a long way down to the South Pole” (spatial, linguistic). Next, I handed them a balloon and had them create a globe with a grid and had them label it (spatial, kinesthetic, intrapersonal). Then, they got a partner and they had to use the giant floor grid I had made with painters tape.  One person walked on the latitude line and the other walked on the longitude line and then met at the absolute location. They would then write down the item that was there (interpersonal, spatial, kinesthetic and logical). The last piece of the lesson was to use a map and as a small group find locations (logical, interpersonal, spatial). Notice that I used flexible grouping also in this lesson. There was whole class instruction, individual work, as well as partner work and small group work. I had so many different examples that every student had an understanding of not only what grids were but also how they worked. This lesson took two days. If you would like this lesson, click here.

In this lesson, the same information was provided in seven different ways to students. By providing multiple examples, differentiated instruction is accomplished by teachers.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico helps middle school social studies teachers differentiate instruction.

 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

What roles should students have in differentiated group activities?

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Student roles in differentiated group activities will change slightly depending on the activity they are doing. It is important to have students hold certain jobs during differentiated group activities to keep the group rolling forward and not get distracted.

Students need roles to keep differentiated group activities running smoothly

A couple of roles that should always be included are task master and time keeper. The task master acts as the motivator and policeman of the group. When a student gets off topic or sidetracked the task master redirects them. There should always be an amount of time allotted to finish the assignment. Otherwise the students will take advantage of it and waste time. The role of the time keeper is to frequently tell the group the amount of time they have left to finish the assignment. This will again motivate the students to stay on task. For most activities there will be a writer. Teachers need to make sure that this role is not misused by the other students in the group. They are to be used more like a secretary who writes down the groups ideas. They themselves are not responsible for the end product and all the critical thinking that goes along with it. Other roles might be an artist, speaker and material gatherer. No matter what activity it is, roles should be assigned to students because they help group activities go smoother and be more productive.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics helps social studies teachers differentiate instruction in less than 10 minutes by using activity templates with rubrics, check it out!

Written by

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

How can teachers use flexible grouping to differentiate work session activities?

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Using Flexible Grouping helps students of different learning styles

Flexible grouping is an easy way to differentiate work session activities. One way is by providing students three choices of grouping, you are not only differentiating, you are also giving students ownership in their education. It will help both interpersonal and intrapersonal learners. The three choices should be to work by themselves, with a partner or with a group. If these choices are given to the students the day before the activity is to be done then the teacher can use their choices to create workable pairs or groups. Depending on the project or activity the teacher may group by ability level and work more closely with the lower level or the teacher could use mixed ability grouping and allow the students with a higher ability level to guide or teach the students who struggle. It also allows teachers to make the amount of copies needed. Flexible grouping can change with every project or multiple times per lesson.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico/Category/Activity-Templates-and-Rubrics helps middle school social studies teachers differentiate instruction, Check it out!

Written by

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico