This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles are then described, including cognitive, sensory and personality styles. Finally, principles for teaching different styles and strategies are outlined.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
In the 1970s, Benjamin Tregoe developed the concept of the driving force as a way to think about an organization’s strategic intent.
“the primary determinant of the products and services an organization will and will not offer and the markets (customers, consumers, and geographies it will and will not serve.”
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
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Impact of Ethnobotany in traditional medicine,
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. OBJECTIVES/SEQUENCE OF PRESENTATION
How do we learn
Background of learning style and strategies
Definition
Learning style
learning strategies
Differences between style and strategy
Importance of learning style and strategy
3. OBJECTIVES/SEQUENCE OF PRESENTATION
Types of learning styles and strategies
Teaching strategies
Principles for teaching learning styles and strategies
Important features of your own learning style and
strategies ( questionnaire )
4. How do we learn?
By Seeing (visual)
By Hearing (auditory)
By touching (tactile)
5. BACKGROUND ON LEARNING
STYLES AND STRATEGIES
The research bases on the work of twentieth century
psychologist: Carl Jung (1976) and Jean Piaget (1968).
In the last decade we have seen work specifically devoted
to learning style and English Language teaching appear on
the market-Reid (1995, 1997), Kinsella (1995), Oxford
(1990), and Oxford and Anderson (1995).
6. WHAT ARE LEARNING STYLES AND
STRATEGIES?
Learning styles refer to
“an individual’s natural habitual, and preferred
ways of absorbing, processing, retaining new
information and skills.”
Where do learning styles come from?
Why should teachers know about learning
styles?
7. WHAT ARE LEARNING STYLES
AND STRATEGIES?
Teaching Strategies refer to
“Characteristics we want to stimulate in
students through different methodologies of
teaching in an effective learning process, to
enable them to become more proficient
learners.”
8. IMPORTANCE OF LEARNING STYLE
•Diverse learning communities
•Determine what’s best for your students
•Mismatch between instruction and
learning styles: disastrous
10. LEARNING STYLE
Type 1: Cognitive Styles
Field Dependent — learns best when information
is presented in context. They are often more
fluent language learners
Field Independent — learns most effectively
step-by-step and with sequential instruction.
They are often more accurate language learners
11. LEARNING STYLE
Type 1: Cognitive Styles
Analytic — work more effectively alone and at
his/her own pace
Global — works more effectively in groups
12. LEARNING STYLE
Type 1: Cognitive Styles
Reflective — learns more effectively when they
have time to consider new information before
responding
Impulsive — learns more effectively when they
can respond to new information immediately; as
language learners, they are risk takers
14. LEARNING STYLE
Type 2: Sensory Styles
Perceptual:
Visual — learns best when there is visual
reinforcement such as charts, pictures, graphs,
etc.
15. LEARNING STYLE
Type 2: Sensory Styles
Perceptual:
Auditory — learns more effectively by listening
to information
16. LEARNING STYLE
Type 2: Sensory Styles
Perceptual:
Tactile — learns more effectively when there is
an opportunity to use manipulative resources
17. LEARNING STYLE
Type 2: Sensory Styles
Perceptual:
Kinesthetic — learns more effectively when
there is movement associated with learning
18. LEARNING STYLE
Type 2: Sensory Styles
Environmental:
Physical — sensitive to learning environment,
such as light, temperature, furniture
Sociological — sensitive to relationships within
the learning environment
19. LEARNING STYLE
Type 3: Personality Styles
Tolerance of Ambiguity: refers to how
comfortable a learner is with uncertainty; some
students dc4well in situations where there are
several possible answers; others prefer one
correct answer.
20. LEARNING STYLE
Type 3: Personality Styles
Right and Left Hemisphere Dominance:
Left-brain dominant learners tend to be more
visual, analytical, reflective, and self-reliant
Right-brain dominant learners tend to be more
auditory, global, impulsive, and interactive
21. TEACHING STRATEGY
Metacognitive Strategy:
Planning:
Previewing main ideas, making plans to
accomplish a task paying attention to
key information seeking out and
arranging for conditions to promote
successful learning.
Evaluating:
Developing the ability to determine
how well one has accomplished the
task
Monitoring:
Self-checking ones comprehension
22. TEACHING STRATEGY
Cognitive Strategy:
Summarizing:
Saying or writing the main idea
Induction:
Figuring out the rules from
samples of language
Imagery:
Being able to visualize a picture
and use it to learn new
information
Auditory Representation:
Mentally replaying a word,
phrase or piece of information
Making Inference:
Using information in the text to
guess the meaning
Using Inference:
Developing the ability to use
reference materials
23. TEACHING STRATEGY
Cognitive Strategy:
Grouping:
Classifying words, terminology, quantities, or concepts
Note-Taking:
Writing down key word and concepts in verbal, graphic,
or numerical form
Elaboration of prior knowledge:
Relating new to known information and making
personal associations
24. TEACHING STRATEGY
Social/Effective Strategy:
Cooperating:
Learning how to work with peers- completing a task, pooling
information, solving problem, and obtaining feedback.
Clarifying:
Learning how to ask questions to get additional explanation
or verification from the teacher or someone else who might
know the answer
Self-Talk:
Reduce anxiety by talking positive to oneself
25. PRINCIPLES FOR TEACHING
LEARNING STYLES AND STRATEGIES
Vary activities and materials
Make all learning styles value neutral
Audit your teaching
Encourage students to stretch their learning styles
Find ways to link both learning styles and strategies
At the end of the lecture, audience will be able to understand the following ........... And will be able to know what i am conducting this lecture for.....?
jean piaget
Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual.
Carl jung
was a Swiss psychiatristand psychotherapist who founded analytical psychology.[2] His work has been influential not only in psychiatry but also in philosophy,anthropology, archaeology, literature, and religious studies. He was a prolific writer.
Do tell audience about the reid, kinsella anderson ....... What did they say ? What was their contribution and work.