Learning styles presentation
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A presentation outlining Gardner's 8 Multiple Intelligences, and how students can identify their's and play to their learning strengths.
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Hacking Your Education
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1. This document provides an overview of the library media center and its goals of teaching students about the arrangement of books and parts of books.
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The document discusses hobbies and free time activities. It includes questions about how people spend their downtime on average and if their hobbies have changed over time. Lists of example hobbies are provided and questions ask students to classify the hobbies, discuss hobbies they have tried, and consider taking up new hobbies. Further questions discuss how parents may influence children's interests and the importance of hobbies during retirement.
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The document provides an overview of the writing process. It discusses prewriting techniques like free writing, journaling, and brainstorming to generate ideas. Understanding the assignment parameters, purpose, audience, tone, and point of view are also important early steps. Developing a limited subject and conducting research allows the writer to organize their ideas into an outline before drafting the essay. Prewriting makes the writing process easier by getting ideas on paper before worrying about perfecting the final draft.
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The document provides suggestions for decorating and engaging activities in a school library. It recommends using signs, quotes, and visual displays to decorate different sections of the library and encourage reading. Various activities are proposed such as book swaps, photo contests, literacy nights, and games to motivate students to read more. Peer reading and pairing students of different reading levels is also suggested. The goal is to transform the library into an inviting space that inspires reading.
Dublin literacy
Wonderopolis is a website developed by the National Center for Family Literacy to nurture children's natural curiosity and wonder. It provides high-quality informational texts on a wide range of topics to enhance reading, writing, science, social studies, and overall learning. Teachers can use Wonderopolis in the classroom to build background knowledge, develop vocabulary, determine importance in texts, and support writing and science lessons. It also helps cultivate wonder, inquiry and curiosity in students.
R&p
The document discusses organizing images for a sixth form magazine, including using sixth form students as models who will be dressed smartly. Locations that could be photographed include the sixth form study room showing a student working, students playing chess outside the center, and a group in the common room. Props that may be needed are a pen, books, a giant chess set, and a computer/laptop.
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This document provides an orientation for students on using the library. It introduces the library staff, including the media specialist and assistant. It outlines the hours the library is open, how to check out books, what technology and resources are available, and basic rules for respectful behavior. Students are expected to follow six simple rules, including no food/drink, being respectful of others, and treating materials with care. Consequences are outlined for not following the rules. The overall message is for students to start the year by reading and using the library respectfully.
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This document provides a lesson on reading signs with the objectives of correctly naming main signs, recognizing signs, and saying signs correctly so that learners can recognize different signs. It discusses signs for a step road ahead and a playground and asks learners to reflect on what was learned, what remained unclear, and what needs more work, concluding by saying see you soon for the next lesson.
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The document provides information about the Elkins Pointe Library Media Center. It outlines the library mission, hours of operation, check-out and renewal policies, overdue fines, available resources including books, magazines, newspapers, computers and databases. It details responsibilities of students and opportunities like the Reading Bowl team and GAMA club.
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Topic 7: Brain Compatible Teaching (Part3): Differentiated Instruction
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The document discusses multiple intelligences theory proposed by Howard Gardner, which posits that intelligence is not a single entity but rather manifests in different ways. It identifies eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. For each type of intelligence, examples are given of famous individuals who demonstrated strengths in that area, and suggestions are provided for how students with strengths in different intelligences may prefer to learn. The document also discusses four learning styles - mastery, understanding, interpersonal and self-expressive - and includes examples of students who demonstrate characteristics of each style.
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This document provides an overview of creative writing and encourages the reader to develop writing skills through practice. It discusses reasons for writing such as immortality, betterment of others, and self-expression. The document advocates writing daily, reading widely from different styles, and practicing writing to improve. It frames writing as an art form and challenges the reader to choose writing and reading goals for the next week to develop their skills over a 6 week class.
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This document provides an overview of creative writing and encourages the reader to engage in writing practice. It defines creative writing as writing that expresses ideas and thoughts in an imaginative way, breaking from more technical styles. The document discusses reasons to write such as achieving immortality, bettering oneself and others, self-expression, and gaining self-awareness. It emphasizes that writers write daily, read widely to learn different styles, and most importantly, practice writing regularly. The overall message is that writing should be approached as an art form to transfer one's ideas and thoughts to paper for others to understand.
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The document discusses different types of thinking and critical thinking skills. It explores what thinking is, how people learn to think, and why thinking matters. The document emphasizes reflective thinking as the most active form of thinking and explains how asking questions can help stimulate curiosity and reflection.
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Journal writing is a learning tool that allows students to reflect on topics of personal interest, observations, and new information. The purpose is to clarify and enhance thinking skills. There are many types of journals, including personal journals for feelings and opinions, dialogue journals for conversations, and subject-specific journals for math, science, art, and reading responses. Journals should be written informally and can include drawings, diagrams, and experiments with writing style. Regular journaling helps improve writing and supports learning.
Journal Writing
Journal writing is a learning tool that allows students to reflect on their thoughts, ideas, opinions, and reactions. It helps students clarify and develop their thinking on various topics. There are different types of journals, including personal journals for writing about feelings and interests, dialogue journals for interactive conversations, reading response journals for commenting on books, math journals for explaining problem solving processes, and science/art journals for documenting creative works and experiments. Effective journal writing is informal and allows students to freely link ideas and experiment with different writing styles.
Creative thinking
The document discusses strategies to promote creative thinking across different subject areas. It provides examples of questions teachers can ask students to encourage imagination, generating ideas, experimenting, being original, expanding on ideas, and exercising judgment. Some key strategies mentioned are using imagination, generating more ideas, experimenting with alternatives, being original, and expanding on what is known. The document emphasizes that creativity must be valued and explicitly taught in all lessons.
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This document discusses learning styles and multiple intelligences theories. It describes three main learning style preferences: auditory (learning by hearing), visual (learning by seeing), and kinesthetic (learning by doing). It also outlines Howard Gardner's theory of multiple intelligences, which proposes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Understanding different learning styles and intelligences can help students identify their own preferences and strengths.
Homework Latin
The document provides tips for helping children with different types of homework. The golden rule is to never work harder than the child. For math homework, ask questions about concepts and have the child show their work. For social studies, use dictionaries and online resources. Make history relevant by discussing current events. For reading, strategies include SQ3R and making predictions, connections, and identifying areas of confusion. Annotating texts helps with comprehension.
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Math journals help students reflect on math problems and concepts. They examine their reasoning, express their thinking, and keep track of their problem solving process. Writing in journals benefits students by helping them become aware of what they know and don't know, connect prior knowledge to new concepts, and reflect on their understanding. It also helps teachers understand students' thinking by showing if students can explain concepts using appropriate math language. The document provides examples of journal prompts and strategies to support student reflection, including think-pair-share, think-write-pair-share, and using pictures to describe math problems and spark discussion.
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Creative and critical thinking ETC
This document discusses creative and critical thinking skills. It defines creative thinking as applying imagination to learning tasks, noting it involves risk-taking and allowing for mistakes. Critical thinking is defined as reasonable, reflective thinking aimed at deciding what to believe. The document provides strategies for developing both skills, such as brainstorming, questioning assumptions, and considering multiple perspectives. It emphasizes that combining creative and critical thinking enriches the learning process.
Dans Gallup Strengths
If you have read my recommendations, you would see a common thread of an out-of-the-box thinker. To understand how I manage matching people and opportunities...this tells you how I am hardwired.
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Journaling in mathematics math summer institute 2011
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Learning styles presentation
- 1. Learning YOUR Way There's many ways to be intelligent..... By ReadWriteLearnWell
- 2. What does 'INTELLIGENCE' mean to you?
- 3. Is it somebody who wears glasses?
- 4. Is it the kid in your class who ALWAYS answers the questions...?
- 5. Maybe it's somebody who is VERY good with numbers...? http://www.flickr.com/photos/26604660@N08/3449993951
- 6. Perhaps you are not REALLY intelligent unless you become world-famous for what you do? Albert Einstein William Shakespeare Winston Churchill
- 7. And what was that IQ thing again???
- 8. The world's great thinkers have long given thought to the nature of intelligence.... “ I know that I am intelligent, because I know that I know nothing.” Socrates, Greek Philosopher, 470-399 BC. “ It is wiser to find out than suppose...” Mark Twain, American writer, 1835-1910 “ Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!” Dr Suess. “ The true sign of intelligence is not knowledge but imagination.” Albert Einstein, 1879-1955.
- 9. But today we recognise that there are many different ways to be intelligent.
- 10. In fact, there are EIGHT .
- 11. That's right, 1, 2, 3, 4, 5, 6, 7 AND 8!
- 12. Surprised, HUH?! VickiS, 2003. http://www.sxc.hu/profile/Vixs
- 13. So what sort of Super-smart capable bright brainy brilliant INTELLIGENT person are YOU?
- 24. Want some more good news?
- 25. You can be more than ONE type of learning style? In fact, you will most likely have strengths in more than one of these areas.
- 26. I thought you'd be pleased about that! Gloria Garcia, 2008, . http://www.flickr.com/photos/fl4y/2595102213/
- 27. So now it is up to you.... YOU are a smart, capable person, who is most definitely INTELLIGENT! Play to your strengths; be proud of who YOU are. Use YOUR preferred learning style to achieve success in school!