This document outlines an agenda for a workshop on learning skills and styles. The workshop will cover how people learn best based on their learning style, which can be sequential, random, or balanced. It will also discuss the three primary sensory modes of learning: visual, auditory, and tactile/kinesthetic. Attendees will complete activities to identify their own preferred learning styles and will learn corresponding study strategies to enhance their learning. The goal is for participants to become actively engaged in the learning process.
Test Taking Strategies That Work For All StudentsDrLourdes
Test preparation needs to be an on-going activity and part of regular classroom instruction integrated into all subjects. Dr. Lourdes gives advice to school stakeholders. This PowerPoint may be used by schools with permission from Dr. Lourdes. Sponsored by www.drlourdes.net.
Test Taking Strategies That Work For All StudentsDrLourdes
Test preparation needs to be an on-going activity and part of regular classroom instruction integrated into all subjects. Dr. Lourdes gives advice to school stakeholders. This PowerPoint may be used by schools with permission from Dr. Lourdes. Sponsored by www.drlourdes.net.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Agenda
Total hours
Breaks
How do you learn?
How do you study?
Notes
Test-taking Tips
Reading for Understanding
Critical Thinking
3. Objectives
Identify ways to become an active learner,
engaged in your learning.
Define learning styles.
Describe techniques to enhance your learning,
based on a variety of learning styles.
5. How do you learn?
Chapter 1 – Learning by Doing
Chapter 2 – Learning Styles
6. Awareness Activity
Do you sit close
to the action?
Do you actively
participate in the
discussion?
Do you take notes
during class?
Do you take notes
while reading?
Do you read the
material before or
after the instructor
presents it?
7. A few things to know about
The brain…
Researchers…
Vocabulary…
8. Brain
Needs Deals with Information
Food
Water
Oxygen (exercise)
Sleep
Connects to previous
learning
Stores things that by
similarity
Recalls things by
differences
Emotions impact
learning
1000 words = 1
picture
Chunks of information
9. Active vs. Passive
Learning
Active – doing something, being
conscious or mindful, being part of the
learning
Passive – doing nothing, unconsciously,
letting the learning happen to you
Are most people active or
passive learners?
12. Sequential Learners
Step-by-step
approach
Theory
Order
Neatness
Planner
Structure
Detail
Get to the point
Formal school
structure
Traditional instruction
13. Random Learners
Less structure
Favorite subjects
English
Sports & Current Events
Examples & Comparisons
Gut sense
Illustrations
Random thinking
Non-traditional learning
Informal school
14. Balanced Learner
Complete Checklist: Activity 1 Sequential or
Random Preferences,
24. Paperwork
Learning Styles
Inventory
Pre-screening for
Learning Needs
Name
Checkmarks, if true
No need to tally
Turn in
Name
Checkmarks, if true
No need to tally
Turn in
25. Review and Reflect
Brain
Learning Styles
Teaching Styles
What have you
learned about yourself
as a learner?
How will this be
helpful as a student?
Write them down.
Share with partner.
Editor's Notes
Activity – Ask .each question. Students will move to one side of the room or the other. After each questions, ask students to discuss how this choice affects their learning.
Following activity, use 2 or 3 discussion questions: Did you learn anything new about yourself? Do you feel that your choices help your learning? Is there anything you should think about changing?
There are many people studying the brain and how it learns. I will share some information about the brain, but keep in mind that researchers collected information, sorted it and studied it and organized it in a way that made sense to them. You will hear many different terms to describe learning styles and multiple intelligences. They are all talking about similar ideas organized in different ways. We will discuss a few and try not to get too complicated.
As we discuss your study habits, keep the needs in mind, as well as the key points about learning.
Lets talk about active and passive ways to learn. Ask for examples (fixing something-active, hearing something on TV – passive) Observers and participants is another way to think of it. Osmosis is an example of passive learning. It may work for observation or picking up info from TV, but you can’t put your book under your pillow and absorb the info into your head. We will be focusing on active ways. To be successful in anything it is important to know how you learn best. Over the next three days we are going to practice several ways of learning. For this first part you are going to help me to teach the class. Let’s break into 3 groups. I will give you a topic and later when we get to that topic, be prepared to teach it to the rest of the class.
Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49.
One way to describe learners is sequential, random, or balanced. You will work with your group to learn about one of these. You will then present the information to the class.
Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49.
You may choose to skip the student presentation and lead a discussion of the points on the next few slides. If you have a large group, also assign Visual, auditory, tactile for presentations. Information pgs 45 - 50
No one is a true sequential or random learner, there are usually qualities of both kinds of learners in each person’s style. The sequential learner is typically one who needs the following: step-by step approach, theory, order, neatness, planner, structure, detail and they like to get to the point.
Sequential learners typically learn in a formal school setting with a lot of structure and traditional instruction. Many American businesses also place a high value on sequential thinking.
Random learners are typically more creative than sequential learners. They usually enjoy music, art and physical education. Random learners need less structure. Math is not usually their favorite subject. English papers may need more organization and or development. Random learners must make sure they are following the directions of the assignment. They sometimes like to talk about sports or current events at work. Examples, comparisons and analogies are better than theories. Traditional learning and formal school is difficult for random learners.
Balanced learners have about equal number of sequential and random learner characteristics. They are able to adapt to both styles of learning. They usually get along well with others because they can match either style. You probably have a good idea of which type you are, but let’s check this out. Pass out Handout #1 and ask students to fill out the front side only. Discuss. Did these learning differences have an impact on how your group worked together? Continue with instructor discussion, then finish presentations about visual, auditory, tactile learning.
One key to learning all that you need to learn about a subject is to recognize your teacher’s learning style. Teachers tend to teach according to their learning style. No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation.
The Sequential Instructor
Idealistic, systematic and organized
Likes facts and details
Values sequential thinking
Shows more interest in data than people
Prefers informational forms of instruction, such as reading or lecture
Can sometimes be completely unaware of the emotional climate in a room
Seeks efficiency
Is a decision maker
Typically teaches subjects that require sequential thinking such as math or computers
Has well-planned learning activities
Tends to be a firm disciplinarian
Grades answers as right or wrong, no partial credit, stresses correctness and facts
No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation.
The Random Instructor
Enjoys people
Is non-judgmental and supportive of others values and opinions
Prefers role-playing, open discussion and small group work
Will often individualize instruction
Prefers to create own course of study
Gives imaginative assignments
Assumes learning is a function of interest
Prefers self-discovery, experience and a variety of instructional modes
Tends to follow what he or she feels like doing rather than a structured lesson plan
Typically teaches subjects that require random thinking like art, music or physical education
Displays a learning environment that sequential instructors may view as disorderly
Stresses concepts and conclusions
The Balanced Instructor
Typically shows an equal mix from sequential and random preferences. These instructors are generally very well liked because they attract both styles of students. Balanced instructors are challenging to both the sequential and random learner because they require each type of learner to adapt to the other style while providing some comfort in his or her preferred style. Have the group do Activity 3 before turning the class over to the next group.
Ask the question. Activity: Show the class how to do this. “Make a circle with your fore finger and thumb. Hold it out in front of you. Now, pt it on your cheek.” (Say Cheek---but put your circle on your chin. ) If they do as you do, they are visual; if they do as you say, they are auditory. Or they think you are nuts!!
Complete checklist, discuss results.
Visual Learners :
Prefer to use their eyes to learn
Learn best by observing demonstrations
Visual aids
In their mind’s eye
Like to write things down
Visual learners tend to use the statements such as “I see what you mean,” “Show it to me,” or “I get the picture”
These things are helpful for visual learners
Prefer to use their ears
Learn best by listening to information, either by listening or speaking
They do not have to write things down
Work well with partners or in teams
Auditory learners tend to use statements such as, “I hear you,” “That sounds good to me,” or “I’m glad you mentioned that.”
Audio learners like to read aloud, listen to people talk, work well in small groups, frequently ask questions, learn by listening to tape recorders and use songs or rhythm to remember information. They also repeat information aloud and talk while solving problems.
Tactile/Kinesthetic learners prefer to use their bodies to learn
They prefer to be involved physically in their learning
Must be physically comfortable
Tend to move around a lot, fidget, slouch in their chairs
Express themselves through body language
Tactile learners tend to use statements such as “I grasp what you mean,” “You’re on the right tract,” or “That really tickles my funny bone.”
Tactile or Kinesthetic learners are most successful when using flash cards, reading aloud, writing notes, using abbreviations and symbols, highlighting words that they have read, using a calculator, they need real work areas and must take breaks often. There are many examples of style categories. Have students fill out other inventory. Collect after results are discussed.
What have you heard about these?
In order to help instructors work with you using the preferences you have, these forms will provide information for Marie. She will complie it and share it with instructors.