LEARNING STYLES
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The document discusses learning styles and how students learn differently based on their biological, psychological, educational and cultural backgrounds. It identifies the main learning styles as visual, auditory, and tactile/kinesthetic. Visual learners learn best through seeing, auditory learners through listening, and tactile/kinesthetic learners through moving and doing hands-on activities. The document suggests that teachers should respect students' different learning preferences and incorporate activities tailored to each style, such as using diagrams for visual learners or role playing for tactile learners, in order to increase student motivation, performance and achievement.
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Visual learners
Visual learners tend to learn by watching and seeing new concepts rather than listening. They make up 50-65% of people and prefer using visual aids like graphs, pictures, and videos to learn. They take notes and visualize texts as photographs to help them remember information. Common strategies for visual learners include using bright colors to take notes, allowing silent reading, and having students repeat oral instructions back.
Activities focus on learning styles
Students learn in different ways depending on their individual learning styles and sensory preferences. Some students learn best visually, others auditorily, kinesthetically, or tactilely. Teachers should identify each student's preferred learning style and incorporate activities that appeal to different modalities, such as visual displays, verbal instructions, physical activities, and hands-on projects. Psychologist Howard Gardner also theorized that people have at least seven distinct intelligences, including logical, visual, kinesthetic, musical, interpersonal, intrapersonal, and linguistic abilities, and teachers should design lessons to engage students' varied intelligences.
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This document discusses teaching mixed-ability classrooms. It notes that children differ in attitude, motivation, relationships with teachers, family background, interests, and language abilities. It also discusses ways to cope with mixed-ability teaching, such as planning differentiated activities, catering to different needs, and aiming lessons at the right level. Teacher expectations of pupils are also covered, noting that expectations can affect how children behave. The document cautions against labeling children and stresses that children's performance varies across activities. Strategies for responding to different needs include differentiating instruction and peer tutoring.
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This document discusses strategies for teaching mixed-ability classes. It addresses teachers' experiences with student differences, their expectations of pupils, and strategies for responding to different needs. Some key points made are that children differ in many ways beyond academic ability, teachers should consider how differences affect learning, and that expectations can become self-fulfilling or impact students' self-image. The document recommends differentiating instruction, peer tutoring, and group teaching as strategies for addressing a range of student needs.
Visual learners
This document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners, who make up 65% of the population, learn best when they can see information through pictures, diagrams, displays, and handouts. They benefit from supplemental materials to accompany lectures. The document provides characteristics and advantages and disadvantages of visual learning. It offers tips for how visual learners can help themselves, such as finding visual representations of concepts and using concept maps and color in note-taking.
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Are they the same?- Jayne Moon- Chapter 3
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that children differ in their abilities, backgrounds, and learning styles. Effective strategies include teaching in small groups according to ability level, preparing leveled activities, varying teaching methods, and giving attention to different groups at different times. Both challenges and solutions are outlined, such as planning differentiated activities and catering to all needs. Teachers are advised to focus extra support on slower students and monitor their progress over time.
Children Learning English
The document discusses how children learn a second language, noting they need time, exposure to meaningful input, and opportunities to experiment with language in a positive environment. It also explains teachers' beliefs impact their teaching approach and lessons, and provides suggestions for observing students' language learning like keeping diaries and recording group interactions.
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Visual learners
Visual learners tend to learn by watching and seeing new concepts rather than listening. They make up 50-65% of people and prefer using visual aids like graphs, pictures, and videos to learn. They take notes and visualize texts as photographs to help them remember information. Common strategies for visual learners include using bright colors to take notes, allowing silent reading, and having students repeat oral instructions back.
Activities focus on learning styles
Students learn in different ways depending on their individual learning styles and sensory preferences. Some students learn best visually, others auditorily, kinesthetically, or tactilely. Teachers should identify each student's preferred learning style and incorporate activities that appeal to different modalities, such as visual displays, verbal instructions, physical activities, and hands-on projects. Psychologist Howard Gardner also theorized that people have at least seven distinct intelligences, including logical, visual, kinesthetic, musical, interpersonal, intrapersonal, and linguistic abilities, and teachers should design lessons to engage students' varied intelligences.
Children Learning English by Jamye Moon
This document discusses teaching mixed-ability classrooms. It notes that children differ in attitude, motivation, relationships with teachers, family background, interests, and language abilities. It also discusses ways to cope with mixed-ability teaching, such as planning differentiated activities, catering to different needs, and aiming lessons at the right level. Teacher expectations of pupils are also covered, noting that expectations can affect how children behave. The document cautions against labeling children and stresses that children's performance varies across activities. Strategies for responding to different needs include differentiating instruction and peer tutoring.
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This document discusses strategies for teaching mixed-ability classes. It addresses teachers' experiences with student differences, their expectations of pupils, and strategies for responding to different needs. Some key points made are that children differ in many ways beyond academic ability, teachers should consider how differences affect learning, and that expectations can become self-fulfilling or impact students' self-image. The document recommends differentiating instruction, peer tutoring, and group teaching as strategies for addressing a range of student needs.
Visual learners
This document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners, who make up 65% of the population, learn best when they can see information through pictures, diagrams, displays, and handouts. They benefit from supplemental materials to accompany lectures. The document provides characteristics and advantages and disadvantages of visual learning. It offers tips for how visual learners can help themselves, such as finding visual representations of concepts and using concept maps and color in note-taking.
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...
THE USE OF LUDIC ACTIVITIES TO ENCOURAGE ENGLISH LEARNING AT THE HIGH SCHOOL...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Are they the same?- Jayne Moon- Chapter 3
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that children differ in their abilities, backgrounds, and learning styles. Effective strategies include teaching in small groups according to ability level, preparing leveled activities, varying teaching methods, and giving attention to different groups at different times. Both challenges and solutions are outlined, such as planning differentiated activities and catering to all needs. Teachers are advised to focus extra support on slower students and monitor their progress over time.
Children Learning English
The document discusses how children learn a second language, noting they need time, exposure to meaningful input, and opportunities to experiment with language in a positive environment. It also explains teachers' beliefs impact their teaching approach and lessons, and provides suggestions for observing students' language learning like keeping diaries and recording group interactions.
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The document discusses learning styles in foreign language education. It defines learning style as how individuals acquire, retain, and retrieve information. There are several dimensions of learning styles, including sensing vs intuitive, visual vs verbal, active vs reflective, sequential vs global, and inductive vs deductive. The compatibility between a student's learning style and an instructor's teaching style can impact learning outcomes. A multistyle approach is recommended to engage different types of learners, such as using visual aids, group activities, and balancing inductive and deductive teaching methods.
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This document discusses the three main learning styles in children - auditory, kinesthetic, and visual. Auditory learners prefer listening to explanations, kinesthetic learners learn best through hands-on activities and movement, and visual learners process information best when they can see graphics or demonstrations. The document recommends that teachers identify each student's learning style and incorporate lessons that cater to all three styles, such as including background music, hands-on activities, and visual aids, to effectively teach students with different preferences.
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Visual learners learn best through visual means like watching demonstrations, paying attention to details, and using visual displays like diagrams, illustrations, videos, and more. They tend to learn by linking concepts to mental images and remembering physical characteristics rather than names. Effective teaching strategies for visual learners include using colorful materials, remaining stationary when speaking, allowing silent reading, and minimizing distractions. Visual learners are also encouraged to take notes, write ideas down, visualize problems, and make pictures when spelling or doing math.
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The document discusses learning styles in language teaching. It defines learning styles as a student's consistent way of perceiving, processing, and recalling information. Teachers should be aware of students' different learning styles, such as visual, auditory, kinesthetic, and tactile, to make language learning more effective. The document provides descriptions of characteristics for each learning style to help teachers identify students' preferences and incorporate a variety of teaching activities accordingly.
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The document compares how to teach language to different age levels. It discusses that children have shorter attention spans than adults, learn best through active and engaging activities, and are focused on the present. It notes some myths that children have no inhibitions and learn language best when it is immediately useful, instead emphasizing the need for patience, encouragement, and making mistakes comfortable. Finally, it states that while children learn best through context, adults can learn from more abstract approaches due to superior cognitive abilities and self-confidence.
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1. The document discusses the characteristics and learning preferences of visual learners.
2. Visual learners prefer using visual resources like photos, videos and art in learning, and have better visual memory than auditory memory.
3. They can easily get distracted and have trouble with instructions if they are not written down.
Describing Teachers
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This document discusses learning styles according to the Dunn and Dunn model. It describes the five stimuli that influence a student's learning style: environmental, emotional, sociological, physiological, and psychological. For each element, it provides examples of how students may differ in their preferences, such as some preferring to work alone while others in groups. It also discusses other learning style theories and provides exercises for students to consider how learning styles affect learning and teaching.
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This document discusses student learning styles and implications for teaching. It covers several key points:
- Howard Gardner's theory of multiple intelligences which identified 8 different types of intelligence.
- Traditional teaching tends to focus on linguistic and logical-mathematical intelligences, but students have diverse intelligences.
- Learning styles inventories can help identify how students prefer to process and understand information.
- Teachers should use a variety of teaching methods to accommodate different learning styles in their diverse classrooms. Balancing activities can help engage more students.Teaching Across Age Level (children)
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
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Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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This document provides guidance on using games to teach English in primary school classrooms. It discusses how games can increase student motivation and encourage experimentation and discovery through interaction. Specific games and techniques are described, including Total Physical Response, which links speech and physical movement to help students learn vocabulary. The document also shares experiences from one teacher's classes, where games and songs helped students learn more. It concludes with an example of an interactive game used to teach parts of the body and healthy/unhealthy habits through a CLIL (Content and Language Integrated Learning) lesson.
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1. The document discusses the characteristics and learning preferences of visual learners.
2. Visual learners prefer using visual resources like photos, videos and art in learning, and have better visual memory than auditory memory.
3. They can easily get distracted and have trouble with instructions if they are not written down.
Describing Teachers
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
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List of Resources
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Evaluation Strategies
List of Activities
Activity Plan (sample)
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Parental Involvement
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This document discusses student learning styles and implications for teaching. It covers several key points:
- Howard Gardner's theory of multiple intelligences which identified 8 different types of intelligence.
- Traditional teaching tends to focus on linguistic and logical-mathematical intelligences, but students have diverse intelligences.
- Learning styles inventories can help identify how students prefer to process and understand information.
- Teachers should use a variety of teaching methods to accommodate different learning styles in their diverse classrooms. Balancing activities can help engage more students.Teaching Across Age Level (children)
The document discusses teaching English to young learners between the ages of 6-12. It notes that children are generally better language learners than adults, especially between the ages of 2-10 according to the Critical Period Hypothesis. Young learners are divided into younger (ages 6-8) and older (ages 9-12) groups, with different characteristics for each. Effective teaching of young learners should be fun, natural, multi-sensory, concrete, and build on their existing knowledge by adding new concepts or experiences gradually.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Clil Presentation
The document describes a typical first week for a primary school teacher implementing CLIL methodology. It outlines the learning outcomes and daily activities for students. Key activities include greeting students in the CLIL language, using a calendar for the date and weather, reading books with pictures, going on a school tour with labeled rooms, doing art and playing outside, integrating math concepts, establishing class rules, teaching colors, and ending each day in a circle reviewing the lessons. The goal is to build students' vocabulary and confidence using the new language through meaningful, content-based activities.
Learning styles
This document discusses tactile learning style. Tactile learners, who make up 30% of learners, prefer to learn through physical movement and interaction. They enjoy activities like playing sports, using clay, and building models. In the classroom, tactile learners benefit from hands-on lessons, labs, role-playing, group work, and taking short breaks with music. Teachers should implement shorter classes and more interactive activities to engage tactile learners.
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This document provides tips for teaching students with Asperger syndrome from a presentation given by Ms. Crystal. Asperger syndrome is a neurobiological disorder on the autism spectrum that primarily causes problems with social interactions. It can cause difficulties reading social cues, poor communication skills, speaking out inappropriately, an inability to adapt to new situations, and a need for rigid routines. The document recommends that teachers work as a team to help these students focus, learn, and interact by using structured teaching, clear expectations, accommodating student interests, and explicitly listing assignments. It also provides tips for managing behaviors, choosing partners, communicating acceptance, and redirecting students if escalated.
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The
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This document discusses different learning styles - visual, auditory, and kinesthetic/tactile. Visual learners prefer using visual aids like diagrams and maps. Auditory learners learn best through listening to lectures, discussions, and audio. Kinesthetic learners are hands-on and prefer experiential activities. The document provides tips for each style, such as using colorful notes, study groups, and interactive activities. Understanding your own style helps you choose effective study methods.
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Some Notes on Basic Learning Styles
1. The document discusses three primary learning styles - visual, auditory, and tactile/kinesthetic. It provides characteristics and examples of each learning style.
2. Visual learners benefit from diagrams, images, videos and colors. They remember faces over names. Auditory learners learn best through speaking and listening. They enjoy discussions and presentations.
3. Tactile/kinesthetic learners learn by doing and experiencing. They benefit from hands-on activities, experiments, field trips and games. They may struggle in traditional classrooms that do not incorporate movement or physical activities.
Understanding your learning styles 3
This document discusses different learning styles - visual, auditory, and kinesthetic/tactile. It explains that individuals may have one singular style or a combination. Understanding one's own learning style helps choose effective study methods and optimize learning. Visual learners prefer using visual aids, auditory learners learn best by listening, and kinesthetic learners absorb information through physical activities and hands-on projects. Tips are provided for each style to apply learning in a way that suits one's preferences.
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LEARNING STYLES
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO ENGLISH METHODOLOGY II JAVIER CALDERON FRANCISCO GONZALEZ LEARNING STYLES
- 2. LEARNING STYLES Learning styles are the different approaches or ways of learning that each one of the students have. Students learn different because of their biological and psycological differentsas well to their educational and cultural background.
- 3. Learning styles are related with our five senses: Seeing Hearing Touching Tasting Smelling Learning styles are more related with seeing, touching and hearing, except blind and deaf people. LEARNING STYLES
- 4. SOME RESEARCHES They argue that if the learning styles are matched with appropiate approaches in teaching, the students motivation, performance and achievements will increase and be enhanced.
- 5. LEARNER’S PREFERENCE TEACHERS SHOULD RESPECT THEM. ENCOURAGE THEIR DEVELOPMENT THE OTHERS STUDENTS PRACTICE DIFFERENT STYLES
- 6. VISUAL LEARNERS Learn through seeing They need to see the teacher’s body language and facial expressions to understand the lesson. Diagrams, ilustrated text books, videos, sketches, schematics, photographs, etc. This learners take to notes to absorb the information Understand instructions best if they see them
- 7. Use many visuals in the classroom for example wall displays posters, realia, flash cards, pictures and graphic organizers. VISUAL LEARNERS
- 8. AUDITORY LEARNERS Learn through listening. Solve problema by talking about them and listening other oppinions. They like dialogues and discussions and understand better verbal instructions. Reading text and tape recorder
- 9. Use audio tapes and videos, storytelling, songs, memorization and drills. AUDITORY LEARNERS
- 10. TACTIL OR KINAESTHETIC LEARNERS Learn through moving, doing and touching Learn through hands-on approach exploring the physical world around them. They like a variety of classroom activities. They find hard to stay sit.
- 11. Use board and card games, demostrations, projects, role plays. Do activities that allow students to move around and be active. TACTIL OR KINAESTHETIC LEARNERS
- 12. WHAT IS YOUR LEARNING STYLE? Everybody has a prefered learning style Knowing your learning style can help you to compensate for your weaknesses and capitalize for your strengths. This helps to english teachers to provide their students activities according to their learning style.
- 13. If you are a Practice visual learner, use charts, maps, filmstrips, notes, videos and flashcards. viasualizing words and concepts in your head. WHAT IS YOUR LEARNING STYLE?
- 14. If you are an auditory learner, you may wish to use tapes. Do listenig exercises and take notes. Sit in the lectura hall or the classroom where you can hear well After you read something do a summary and read it aloud. WHAT IS YOUR LEARNING STYLE?
- 15. If you are a kynesthetic learner, trace words as you are saying them. Facts that must be learned should be written several times. Make study sheets and associate class material with real-world things. Practice role playing WHAT IS YOUR LEARNING STYLE?
- 16. Teachers should be aware of how to favor the different learning styles in order to addres the educational needs of all students in foreign language clases.