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This document discusses visual learning styles and strategies for visual learners. It describes characteristics of visual learners such as preferring to see things through pictures, diagrams, and body language. It provides examples of materials that can help visual learners like movies, flashcards, and rebus stories which combine images and words. It offers tips for visual learners such as taking notes, underlining main ideas, visualizing spelling and math problems, and using computers to write.
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The document discusses key principles of adult learning theory, including that adults: are autonomous, goal-oriented, relevance-oriented, and draw from life experiences; are practical learners who need respect; and are motivated both internally by cognitive interest and externally by factors like relationships, expectations, and advancement. It also outlines barriers to adult learning like lack of time and money, and strategies instructors can use to aid retention, motivation, reinforcement, and transference for effective adult education.
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ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
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NCRA16 Rocks to Blocks for Constructing Meaning Presentation
The document discusses strategies for improving students' written responses to reading comprehension questions. It emphasizes explicitly teaching academic language and vocabulary, using rubrics and checklists to provide guidance to students, modeling written responses through shared, interactive and modeled writing, conferencing with students about their written responses, and scaffolding instruction through techniques like sentence frames, color coding questions and responses, and teaching students to deconstruct and reconstruct questions. The goal is to build students' independence in written response through gradual release of supports.
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This document discusses learning styles and how to identify your own learning style. It explains that learning styles are methods of learning that allow individuals to learn best. The main types of learning styles are visual, auditory, and kinesthetic. The document provides descriptions of each style. It then includes a quiz to help the reader identify their own preferred learning style by considering how often descriptions apply to them. Scoring the quiz reveals whether a visual, auditory, or kinesthetic style is strongest for the individual.
Learning to Read with Miss Emma SSP Approach
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This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring is used to determine preferences for visual, auditory or tactile learning. Characteristics of each style are described. The document provides hints for visual, auditory and kinesthetic learners on how to best process and retain information according to their style.
Learning style inventory
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring is used to determine preferences for visual, auditory or tactile learning. Characteristics of each style are described. The document provides hints for visual, auditory and kinesthetic learners on how to best process and retain information according to their style.
Learning style inventory
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring directions are provided to calculate subscores for visual, auditory, and tactile preferences. Characteristics of each learning style (visual, auditory, kinesthetic) are described. Finally, hints and strategies are outlined to help visual, auditory, and tactile/kinesthetic learners optimize their learning based on their preferred style.
Vak learning styles carla cerda, angels sabate i karina alba
This document discusses visual learning styles according to the VAK model of learning. It defines visual learners as those who learn best by seeing images and visual representations. Key characteristics of visual learners include needing silence to concentrate, using illustrations to explain concepts, preferring written over verbal information, drawing to explain ideas, planning before acting, weaker memorization abilities, lack of focus during lectures, sensitivity to facial expressions and gestures, watching speaker's lips to understand, difficulty remembering unwritten instructions, and better remembering drawn or written concepts. In conclusion, visual learners learn most effectively from knowledge presented visually through images or written text.
Inclusion in the Art Room
The document provides guidance for teachers on creating visual supports for students with autism, ADHD, and other special needs. It discusses the author's experience working with these students and developing visual tools like picture communication systems. Key recommendations include using consistent visual cues, teaching students how to understand and use the visuals, modifying supports over time, and keeping materials age-appropriate. Several websites for finding images and lesson ideas are also listed.
Reaching All Learners: Differentiating with Technology
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
Remedial Instruction for Writing
Dysgraphia is a learning disability that affects writing abilities. It can cause problems with handwriting, spelling, and putting thoughts on paper. People with dysgraphia may struggle with organizing letters and words. It is caused by difficulties with visual-spatial processing, language processing, working memory, and the motor movements involved in writing. Common characteristics include illegible writing, inconsistent letters, mixing upper and lower case, and unfinished letters. Treatment involves practicing letter formation with eyes closed, allowing oral responses instead of writing, and providing outlines to fill in.
Study tips sheet for visual learners
The document provides 17 tips for visual learners to improve their academic performance. Some key tips include ensuring adequate lighting and sitting near the front of the class, taking detailed notes with different colors, creating flashcards and drawings to link concepts with images, and using acronyms and mnemonics to memorize concepts. It also recommends finding interactive activities and museums related to topics of study. The tips are meant to complement individual learning strategies.
ProfConf2016Developing VMSystem for Reading.
This document discusses the importance of visual motor skills for reading success. It provides background on historical figures who studied visual problems and reading, describes current research showing connections between visual skills and reading test scores, and signs that a student may have poor visual motor skills. The document also outlines classroom strategies teachers can use to help develop students' visual motor skills, like exercises to improve eye tracking, handwriting practice, and copying activities. Case studies show benefits of daily guided handwriting practice paired with phonics instruction for struggling readers.
Quarter 1_Week 3-Reading-Strategies-to-Meet-Ones-Purpose.pptx
This document provides an overview of an English class focusing on reading strategies. It introduces the teacher and class objectives, which are to connect literature to history, use appropriate reading strategies like scanning, skimming and summarizing, and characterize different reading strategies. It then quizzes students on their prior knowledge of literature and reading strategies like skimming. Finally, it discusses strategies like predicting and making inferences to aid comprehension.
Learning styles
This document discusses learning styles and provides information about the four primary learning styles: visual, auditory, kinesthetic, and mixed modality. It defines learning styles as approaches to learning based on how individuals best take in and process information. The document emphasizes the importance of teachers understanding students' different learning styles in order to present material in varied ways to accommodate all learners. It then provides details about characteristics and effective study habits for visual, auditory and kinesthetic learners. The document concludes by noting that mixed modality learners utilize all three primary styles and are generally the easiest to teach.
ProfConf2016Developing VMSystem for Reading.
This document discusses the relationship between visual motor skills and reading ability. It provides background on the topic, summarizing key points from historical and current research. Studies show a clear link between visual motor skills and reading test scores, and that eye exercises can improve visual skills. The document also offers classroom strategies teachers can use to support students, such as careful letter formation, copying, tracking exercises, and developing drawing and handwriting skills. A case study example is given showing positive results when seven students received daily guided practice in phonemic awareness and fluency through cursive handwriting instruction.
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How to learn english
- 1. What kind of learner are you?
- 2. Characteristics of Visual Learners Scans everything; wants to see things. Enjoys maps, pictures, diagrams, and color. Needs to see the teacher’s body, the language or the facial expression to understand. Visual learners have strong visualization skills. They can look up (often up to the left) an "see" the information invisibly written or drawn.
- 3. Answerwith short and incompletesentences. Doodlein a classinstruction and tendtobe a daydream. Tends to prefer sitting at the front of the classroom to avoid visual obstructions. Is an reader and an observer. Finds something to watch if they are bored.
- 4. Materials to Be Used With Visual Learners For visual learners, movies are very important because you can learnEnglishwatching videos and hearthelanguage. You can alsotranslate a movie, and whileyouseethemovie in Englishyouhavethetranslation in yourownlanguage.
- 5. Flash cards are anothermethod of learningEnglish. You can seethethingthatappear in the flash card, you can translatethewordintoyourlanguage and alsoyou can learnthename of thatthing in English.
- 6. RebusStoriesis a funnywaytolearnEnglish. Youhaveto combine imageswithwords and guessthewholesentencetofindthemessage.
- 7. Teaching Strategies for Visual Learners The Visual Learner must look at what he has to learn. For him, the eyes are very important because he has to see the pictures or the teacher when talk to learn English. He has to use visual materialslikegraphs, charts ortables.
- 8. TolearnEnglishyouhavetoread more silentlybecauseyou are concentrate and you can retainingthewords. Whenyou are readingorallyyoupay more attention at the words as they sound and not how are writing.
- 9. The student have to learn also how to take notes. Whit the notes, the student when have an exam he can remember the information of he’s notes. Some people have photographicmemory, and they can remembereverything.
- 10. Student Tips for Visual Learners The visual learners use their eyes to learn new information. They had easy way to make mind pictures because their ability to see and imagine is special. When they take notes, they underline the main words and the idea.
- 11. Reading When visual learner read a new text, they try to understand the text with that words that they know.
- 12. Writing They underline ideas before writing for the main idea. When they had to write, they use computers They also make a draft and recopy, when this is good. And they are in a test underline the main idea in the question.
- 13. Spelling Theyclose the eyes and can see the words spelling. They make a pictures of the letters to put read them. And when is done they check it.
- 14. Math They visualize the problem, but they have to make pictures of that on a scratch paper. When it’s finish and understand what happen, they write the problem.
- 15. Credits OanaPetcu Ioana Rosca