Personalising Understanding With Multi-Modal Learning

In November I attended some professional development with the Knowledge Source Institute in Thailand. The workshop I chose (along with a colleague at ISHCMC) was Transforming Learners into Self-Regulated Learners with Linda B. Nilson.

One of my main takeaways from this workshop was only a small part of the day, but had a lasting impact on me. It was the notion that students need to experience learning in at least three ways to deepen their understanding. She gave us 8 modes of learning as examples to try to get the students to experience.

I immediately began thinking about how I could adapt this to Studio 4. 

My first step was in math lessons.
We briefly discussed what each mode of learning could look like in math.
I gave them a math challenge in groups or as individuals, and when their group used any of the modes of learning they were to come up to the board and write their team name in that column (or they would write their name on the board).

We did this a few times before the Winter holidays.

It was great watching them explore the different ways. What did it mean? What could​ it mean? How could we do this differently?

Acting it out!

Drawing and writing

Creating their own "Which One Doesn't Belong"

Thinking, talking, drawing, writing!

When January rolled around I felt that they were ready for the next step. I redesigned their weekly goals/planning document to include the modes of learning.

We took a morning to brainstorm and add to examples of what each mode of learning might look like for our goals (math, literacy, ATL skill).

​These are posted in our classrom and have been added to as students write different ideas into their planners. For students that need more/new ideas or help they can look at these posters while planning ways to reach their goals.

​Out of the eight modes of learning, we decided it was fair for them to plan five ways each goal could be completed in a week. The expectation was that they complete at least three of these five ways.

My thought process here was at least they were thinking of more ways they could go deeper. If they finished three modes of learning for one goal, it would be clear that the goal is not "finished" or checked off, done, or completed. They could still see more ways they could continue this goals.

We have just gone through two weeks of 100% of the class getting through 100% of their expectations for the week. This was highly celebrated and gave slower students a taste of success with their peers.

Now that they have the hang of it, the plan is to go deeper still. In their individual conversations and reflections with me, we have discussed writing deeper examples in each mode. We have also discussed planning more than 5 for some of the students, as they seem to be getting through them with focused attention.

Looking to get started or go deeper with your students' goals and reflections?
Here is a folder full of a variety of planners (this current one is number 7 in ISHCMC, Studio 4). Please feel free to look through them, make a copy, and see what suits your students in your environment!