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This document discusses learning and teaching styles for sequential and global learners. It defines sequential learners as those who learn in a logical order, while global learners learn through intuitive leaps and solving complex problems quickly. The document outlines advantages and disadvantages for each type of learner and provides examples of activities and techniques that cater to their different styles, such as presenting material in a step-by-step process for sequential learners or explaining the big picture first for global learners.
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- 1. Learning and TeachingStyles In Engineering Education Methodology I Franco Guzmán Ángela Cahuas Megan Arias
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- 3. Learning Styles (Student) TeachingStyles (Teacher)
- 4. -Sequential:/sɪˈkwen.ʃəl/ Following a particularorder: The publishers claim that the book constitutes “the firs sequential exposition of events and thus of the history of the revolution”. - Global:ˈɡləʊb(ə)l/ adjective1.relating to the whole world; worldwide."the downturn in the global economy“. 2.relating to or encompassing the whole of something, or of a group of things. "give students a global picture of what is involved in the task.
- 5. • They learnin a logical order according to the clock and calendar. • They may be lost for day or weeks • May not understand material fully . Advantages and disadvantages of sequential learners.
- 6. Advantages and disadvantagesof global learners • They intuitive leaps • They solve big problems quickly • They are unable to explain how came up with solution • The School is difficult • They feel out of step.
- 7. How these learnerslearn best… • Sequential learners: • Material is presented in a steady progression of complexity and difficult. • Global learners: • Complex and dificult • Big picture or goal • Freedom to devise • Assign creativity exercises problem
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- 9. •Teach the materialin steps. • Help them to fill any skipped steps when we explain something. •Organise material in logical order.
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- 11. • the bigpicture explained in order to understand. • Instead of spending a short time on every subject each sesión, it might be more productive to cover individual subjects in large bloks. • Try to relate the subject to things they already know
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- 13. Grammar. •Step 1: rewritethis 10 verbs in past tense. •Step 2: fill the gaps with the verbs before.
- 14. Step 1: presentto past. • Go • Visit • Cook • Have • Buy • Send • Invite • Invite • Take • Take Went Visited Cooked Had Bought Sent Invited Invited Took Took
- 15. Step 2: fillthe gaps whit the verbs. 1. Everyday I (go) to school. 2. Last year we (visit) our grandchildren. 3. Jane often(cook) a meal for her husband. 4. Yesterday, she (have) lunch with her sister. 5. Last week, Rob (buy) a new car. we ntvisit ed cook ed had boug ht 6. I (send) three letters yesterday. 7. We (invite) our family for dinner last night. 8. We always (invite) our family for dinner on Sundays. 9. Jane usually (take) the bus. 10. Yesterday, Jane (take) the train sent invit ed invit ed took took
- 16. Vocabulary exercices. Write thenames of the animals into the gaps. Bear Koala Kangar oo Snake Monke y
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- 18. Grammar. • As ateachers we can start with a theme in particular, example “holidays” we can speak about this topic with the students in general terms, then the exercices will be: write your last family holidays with the learn in Holida ys!
- 19. Vocabulary exercices. Find thehidden word. The topic is Food. Work in pairs. • A B C D E F G H I J K L M N O P Q R S T U V W X Y Z