Supporting Student   Learning Across Modalities: A Resource for Beginn

Promoting Motivation and Self-Reflection

Supporting Student Learning Across Modalities: A Resource for Beginning Teachers

How Students Learn in Different Modalities?

• Learning Notebooks
• Purpose: Students record their progress and reflect on skills learned weekly. (Hattie, 2016).
• Self-Assessment Checklists

• Purpose: Enables students to monitor their own development (Hattie, 2016).
• Benefits: Facilitates goal-setting and accomplishment tracking.
• Digital Portfolios

• Tools: Seesaw, Google Sites
• Purpose: Provides a platform for students to showcase their work, promoting ownership of learning (Hattie, 2016).

• In-Person Learning
• Emphasizes direct contact and real-time feedback (Craver, 2013).
• Examples: Group discussions, hands-on projects
• Theoretical foundations:
• Vygotsky's Social Learning Theory (Craver, 2013).
• Piaget's Cognitive Development Theory(Craver, 2013).
• Virtual Learning

• Offers flexibility and self-regulation (Craver, 2013).
• Examples: Asynchronous chats, self-paced modules
• Theoretical foundations:
• Connectivism
• Cognitive Load Theory
• Hybrid Learning (Blended Learning)

• Combines in-person and virtual methods(Craver, 2013).
• Supports various learning styles: Gardner's Multiple Intelligences (Craver, 2013).
• Example: Flipped classroom, where students engage with online material before applying it in-person

THANK YOU TEACHERS

Different Teaching Styles

• Authoritative

• Description: High structure with support (Johnson, 2014).
• Classroom Environment: Structured and nurturing.
• Democratic
• Description: Student-centered, collaborative (Johnson, 2014).
• Classroom Environment: Empowering and participatory.
• Facilitative
• Description: Teacher as guide (Johnson, 2014).
• Classroom Environment: Encourages inquiry and independence.

Techniques for Instructing Teamwork

• Group Projects
• Tools: Microsoft Teams, Google Docs
• Purpose: Enables real-time collaboration, promoting teamwork and communication (Hattie, 2016).
• Virtual Exchange Programs

• Tools: Flip, ePals
• Purpose: Connects students internationally for real-world learning experiences (Hattie, 2016).
• Online Peer Collaboration

• Tools: Padlet
• Purpose: Facilitates virtual discussions, promoting peer review and critical thinking (Hattie, 2016).

As a new teacher, understanding how students learn in different environments-whether in-person, virtual, or hybrid-is essential. This brochure provides an overview of learning theories, practical strategies for collaboration, self-reflection, and tools to support various learning preferences and diverse classroom needs.

Addressing Diverse Needs

• Differentiated Instruction
• Purpose: Tailor lessons to individual learning styles and readiness (Tomlinson, 2017).
• Example: Varied content and assessment strategies.
• Formative Assessments
• Purpose: Ongoing checks to adjust instruction (Tomlinson, 2017).
• Example: Quizzes, exit tickets, reflections.
• Small Group Instruction
• Purpose: Provide targeted support based on skill level (Tomlinson, 2017).
• Example: Flexible grouping for personalized learning.

References Craver, B. D. (2013, January 1). How Learning Works: Seven Research-Based Principles for Smart Teaching. By Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman. San Francisco, Calif.: Jossey-Bass, TEACHING THEOLOGY AND RELIGION, 16(1), 94–96. Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. NPJ science of learning, 1, 16013. https://doi.org/10.1038/npjscilearn.2016.13 Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in College Teaching, 25(3–4), 85–118. https://doi-org.lopes.idm.oclc.org/https://celt.miamioh.edu/ject/issue.php?v=25&n=3%20and%204 Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.