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5 ways you can affect your students learning process

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Learning is a process that differs between each person. Many teachers realize this when it comes to teaching lessons. To enhance the quality of learning it is essential that teachers use a variety of instruction methods. Here's 5 ways to cater to your students different learning styles.

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5 ways you can affect your students learning process

  1. 1. 5 Ways You Can Aff’e_c; t5 Y'0u: r S‘t: u d e n ts" Le a r‘nV’i_ng P‘r’o: c:e4s§ T. v''‘‘‘ w'- N 1 I"v ' _, . gf ¢ v ‘‘ . " ——4 , ;.———~—. ~ ~-~-. ‘:7—-= : , _—. ~-‘F _ ” ~*v. .4-I/ . ‘ -_, , ‘ - . - E’ ' I; *~— > " " T. 7? vi 4x. * "V; . , e——~ -2: Er -; ~ r x PM ~ . . . —___J. p-—‘ _< , . I 1- _4 ~» F ‘ , . '_ v , .. f__, .—-29-I -6-" , 3*‘ v~ . - / 3/ K ' ‘ Q _-—: ,-_—-~ ‘ ' '3 , - J ~f » I X , ' K [ / v 5 b ‘5 T scno0I. _. , J OUTLEI IT:
  2. 2. 1. Differentiated Instruction SCHOOL. ’ , OUTLE IT‘ :
  3. 3. Many teachers come to realize that learning styles vary among their students scIIooI. _. , OUTLE IT‘:
  4. 4. Mix up lessons by using different learning lit mediums such as , ,fs_ books, audio, :3; ‘M3 and film. scIIooI. _. , OUTLE /7*:
  5. 5. 2. Balanced Literacy
  6. 6. Read text aloud, /7] sHenHy, andin '‘ M groups <3‘ -" :1 . s : scIIooI. _. , OUTLE IT‘:
  7. 7. This creates balance, allowing students to excel in a number of reading passages -" I scIIooI. _. , OUTLE IT‘:
  8. 8. l l'; "‘1"‘ 3. The Design of ; l*rll»‘~*“'l»’lTl%: * sjf itt=1r_iFi H llT‘T’il if? «i 7'71’ Wfiil Your Classroom scIIooI. _. , OUTLE I7 I
  9. 9. The arrangement of your classroom impacts your students’ learning .1 R -' i k L III Cl[lEl III IlCl II SCHOOI. fl OUTLEI
  10. 10. Arranging the school chairs and desks in rows dictates a lecture- based form of learning —u no 1 S -' Tl >. M III ClClIl III Ii II l"I— SCHOOI. fl OUTL I ‘
  11. 11. ,1 3 -' T 2 L Arranging students into small groups influences group discussion III ClClEl III Ii II l"I— sCHo0I. fl OUTLEI
  12. 12. 4.Teacher— q . ll, ll ll: ll ""‘. 'i Centric ll: *« T VS. I Student—Centric "“ scIIooi. _. , OUTLE /7*:
  13. 13. Do you prefer _ V 2;‘ more instruction it '>; .., or more lt4Iifih__: * discussion when 5; live teaching? scIIooI. _. , OUTLE IT‘:
  14. 14. This is the ‘ ,3, distinction l(: .- l. between the ls‘ two terms scIIooI. _. , OUTLE / T:
  15. 15. Use both methods to enhancethe learning outcomes in your classroom scIIooI. _. , OUTLE / T:
  16. 16. Luc5y’DJV E I , l (. i|'| l 4:”! l! ‘ l‘. ‘ 5. Sticking to a ‘ff- Roufine scIIooi. _. , OUTLE IT‘:
  17. 17. Having a pre- planned objective, enables you and your students to stay on task
  18. 18. ' ‘, , : ... i'l ‘» ' ll It can also assist it in assessing your i ll lesson plan's _ effectiveness * - scIIooi. _. , OUTLE /7* r

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