This document outlines the stages of reading: pre-reading, on-while reading, and post-reading. In the pre-reading stage, teachers prepare learners for reading through activities like making predictions, scanning, and building background knowledge. During reading, learners read silently or aloud while doing activities like completing diagrams, taking notes, or answering questions. In the post-reading stage, learners practice language skills through activities like chain games to recall information, using pictures to associate with the text, and writing summaries. The document provides examples of activities for each reading stage.
This document discusses learning styles and effective study strategies. It identifies three main learning styles: visual, auditory, and kinaesthetic. Visual learners benefit from seeing information visually through images, charts and diagrams. Auditory learners learn best through listening, discussion, and verbalizing information. Kinaesthetic learners learn through physical movement, hands-on activities, and interacting with their environment. The document provides examples of strategies that are effective for each learning style, such as creating mind maps, using background music, and taking study breaks involving light physical activity.
This document outlines strategies that good readers use before, during, and after reading. Some strategies to use before reading include previewing the text, brainstorming, using a K-W-L chart, creating a think sheet, and using an anticipation guide. During reading, readers can highlight unknown words, form mental images, use markers, sticky notes, or do a scavenger hunt. After reading, readers can summarize, create a sequence chart, re-read, use graphic organizers, or have grand discussions.
This document discusses learning strategies for students with different types of intelligence. It introduces the concept of multiple intelligences and identifies 8 types: linguistic, logical, visual/spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence type, it provides 2-3 specific study or learning strategies that would be effective for students with that intelligence. The document emphasizes that adopting learning strategies tailored to one's strengths can help students improve their learning and academics.
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.
The document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes sections on language arts, mathematics, units of inquiry, the learning environment, home learning expectations, and school-home partnerships. The teacher introduces herself and outlines the key focus areas in various subjects for the upcoming year.
This document outlines the stages of reading: pre-reading, on-while reading, and post-reading. In the pre-reading stage, teachers prepare learners for reading through activities like making predictions, scanning, and building background knowledge. During reading, learners read silently or aloud while doing activities like completing diagrams, taking notes, or answering questions. In the post-reading stage, learners practice language skills through activities like chain games to recall information, using pictures to associate with the text, and writing summaries. The document provides examples of activities for each reading stage.
This document discusses learning styles and effective study strategies. It identifies three main learning styles: visual, auditory, and kinaesthetic. Visual learners benefit from seeing information visually through images, charts and diagrams. Auditory learners learn best through listening, discussion, and verbalizing information. Kinaesthetic learners learn through physical movement, hands-on activities, and interacting with their environment. The document provides examples of strategies that are effective for each learning style, such as creating mind maps, using background music, and taking study breaks involving light physical activity.
This document outlines strategies that good readers use before, during, and after reading. Some strategies to use before reading include previewing the text, brainstorming, using a K-W-L chart, creating a think sheet, and using an anticipation guide. During reading, readers can highlight unknown words, form mental images, use markers, sticky notes, or do a scavenger hunt. After reading, readers can summarize, create a sequence chart, re-read, use graphic organizers, or have grand discussions.
This document discusses learning strategies for students with different types of intelligence. It introduces the concept of multiple intelligences and identifies 8 types: linguistic, logical, visual/spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence type, it provides 2-3 specific study or learning strategies that would be effective for students with that intelligence. The document emphasizes that adopting learning strategies tailored to one's strengths can help students improve their learning and academics.
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.
The document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes sections on language arts, mathematics, units of inquiry, the learning environment, home learning expectations, and school-home partnerships. The teacher introduces herself and outlines the key focus areas in various subjects for the upcoming year.
The document discusses the importance of understanding different types of learners as future teachers. It notes that students learn in different ways and teachers must have patience and use varied strategies to effectively teach each student. Teachers should facilitate collaborative work and ask clarifying questions to ensure understanding, while also allowing students to learn in their own way. As educators, the challenge is to help all students learn by knowing their differences.
Howard Gardner proposed the theory of multiple intelligences which suggests that intelligence is not a single general ability but rather composed of several specific abilities. The document outlines Gardner's eight intelligences - linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. It provides examples of activities and assessments that teachers can use to engage students with different intelligences and learning styles in the classroom. The conclusion states that adopting a multiple intelligences approach has benefits like creating learner-centered classes and developing students' communication skills.
The document discusses assessing individuals' talents beyond traditional IQ tests. It identifies 14 talent categories including linguistic, mathematical, visual-spatial, and interpersonal skills. Data from a sample student shows outstanding performance across 13 of the 14 categories. Overall, the student has a well-rounded personality with multiple talents.
A professional development presentation for college professors. Discusses the various learning styles as classified by Howard Gardner in his Multiple Intilligences work.
This PowerPoint presentation discusses learning styles. It defines learning styles as the ways in which people receive and process information. There are several types of learning styles discussed, including visual, auditory, kinesthetic, and tactile learners. The presentation provides strategies for how each learning style can best process and retain information. It emphasizes that understanding one's own preferred learning style helps improve learning effectiveness.
This document introduces the theory of multiple intelligences and discusses eight different types of intelligences: kinesthetic, interpersonal, verbal-linguistic, naturalistic, intrapersonal, musical, visual-spatial, and logical-mathematical. For each intelligence, it provides examples of characteristics and learning strategies that can help tap into a child's strengths based on their dominant intelligences. The goal is to help teachers and parents understand how to best support children's learning and overcome obstacles.
The document discusses learning styles and their importance in education. It defines learning styles as the overall patterns that provide direction to learning and teaching. Learning styles influence how students learn, how teachers teach, and how the two interact. The document presents several learning style theories and discusses visual, auditory, and kinesthetic learning styles. It emphasizes that while people tend to have a preferred learning style, engaging all three styles leads to the best learning outcomes.
Multiple Intelligence theory by Howard Gardner
Multiple Intelligences - differentiates intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.
This document discusses learning styles, which are individual preferences for acquiring and learning information. It identifies three major categories of learning styles: cognitive, sensory, and personality.
Cognitive styles consider mental processes and include field independence/dependence, global/analytic, and reflective/impulsive styles. Sensory styles focus on physical channels and include auditory, visual, kinesthetic, and multi-sensory styles. Personality styles examine traits like extraversion/introversion and tolerance for ambiguity.
Understanding learning styles can help teachers design lessons catered to different preferences and allow students to identify their own strengths. Accommodating various styles can improve the learning process.
This document discusses the three main types of learners: visual learners, auditory learners, and kinesthetic learners. Visual learners prefer visual representations and writing things down, auditory learners learn best through listening and speaking, and kinesthetic learners are hands-on and learn best through physical activity. The document provides learning tips tailored for each type, noting that 65% of people are visual learners, 30% are auditory learners, and 5% are kinesthetic learners. It emphasizes that people learn differently and encourages adapting teaching methods accordingly.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
The document summarizes a science lesson for 4th grade students on materials. The lesson aims to help students understand properties of materials and be able to list and classify objects by the materials they are made of. Students will observe, predict, classify, communicate, and make generalizations about various materials. The lesson involves using and handling sample materials and objects.
This document provides tips for using Post-it notes in education. It lists three uses: 1) As a question wall where students can post questions for teachers or peers to answer during class; 2) For students to self-assess their understanding against learning objectives; 3) For planning essays by writing ideas and outlines on Post-it notes. The Post-it notes allow for interaction, feedback, and rearranging of information and questions.
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
1. The document outlines reading strategies that students can use before, during, and after reading.
2. Some strategies used before reading include brainstorming, pre-loading vocabulary, and using anticipation guides to make predictions.
3. During reading strategies involve highlighting unknown words, using pointers to follow the text, and taking notes using sticky notes.
This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
Mr. B, a ninth grade ESL science teacher, wanted to better understand his students' prior experiences learning science. He conducted action research to address this. He had students draw pictures of themselves learning science before coming to the country and describe their drawings. Mr. B also interviewed some students and had non-ESL students draw for comparison. He analyzed the data using a rubric and plans to share results to improve instruction for ESL students.
The document outlines various strategies for solving problems and developing skills. It discusses planning goals and tasks, monitoring comprehension and progress, and assessing outcomes. Specific strategies mentioned include using context clues, anticipating information, relating new concepts to prior knowledge, applying knowledge of other languages, using synonyms for unknown words, creating mental images, reading aloud, and imagining different roles. The strategies are meant to help readers think through problems and improve their thinking abilities.
I create digital aviation and bird art using HDR photography techniques in Photoshop. I find aircraft to have artistic beauty and represent power, speed, and history. Some aircraft are beautiful, others scary, but I photograph them regardless and also enjoy photographing birds should aircraft cease to exist. I make posters of my artwork and am Richard Broom, an aviation and bird artist.
This document discusses the G-Cloud and PSN4YR initiatives. It summarizes the key benefits of the G-Cloud, including cost savings from paying only for usage, standardization reducing costs, and increased efficiency. It also outlines the characteristics of cloud computing based on NIST definitions. The PSN4YR would create a regional public sector network compliant with PSN, replacing existing local authority and health networks, and enabling access to shared services and applications through the G-Cloud.
The document discusses the importance of understanding different types of learners as future teachers. It notes that students learn in different ways and teachers must have patience and use varied strategies to effectively teach each student. Teachers should facilitate collaborative work and ask clarifying questions to ensure understanding, while also allowing students to learn in their own way. As educators, the challenge is to help all students learn by knowing their differences.
Howard Gardner proposed the theory of multiple intelligences which suggests that intelligence is not a single general ability but rather composed of several specific abilities. The document outlines Gardner's eight intelligences - linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. It provides examples of activities and assessments that teachers can use to engage students with different intelligences and learning styles in the classroom. The conclusion states that adopting a multiple intelligences approach has benefits like creating learner-centered classes and developing students' communication skills.
The document discusses assessing individuals' talents beyond traditional IQ tests. It identifies 14 talent categories including linguistic, mathematical, visual-spatial, and interpersonal skills. Data from a sample student shows outstanding performance across 13 of the 14 categories. Overall, the student has a well-rounded personality with multiple talents.
A professional development presentation for college professors. Discusses the various learning styles as classified by Howard Gardner in his Multiple Intilligences work.
This PowerPoint presentation discusses learning styles. It defines learning styles as the ways in which people receive and process information. There are several types of learning styles discussed, including visual, auditory, kinesthetic, and tactile learners. The presentation provides strategies for how each learning style can best process and retain information. It emphasizes that understanding one's own preferred learning style helps improve learning effectiveness.
This document introduces the theory of multiple intelligences and discusses eight different types of intelligences: kinesthetic, interpersonal, verbal-linguistic, naturalistic, intrapersonal, musical, visual-spatial, and logical-mathematical. For each intelligence, it provides examples of characteristics and learning strategies that can help tap into a child's strengths based on their dominant intelligences. The goal is to help teachers and parents understand how to best support children's learning and overcome obstacles.
The document discusses learning styles and their importance in education. It defines learning styles as the overall patterns that provide direction to learning and teaching. Learning styles influence how students learn, how teachers teach, and how the two interact. The document presents several learning style theories and discusses visual, auditory, and kinesthetic learning styles. It emphasizes that while people tend to have a preferred learning style, engaging all three styles leads to the best learning outcomes.
Multiple Intelligence theory by Howard Gardner
Multiple Intelligences - differentiates intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.
This document discusses learning styles, which are individual preferences for acquiring and learning information. It identifies three major categories of learning styles: cognitive, sensory, and personality.
Cognitive styles consider mental processes and include field independence/dependence, global/analytic, and reflective/impulsive styles. Sensory styles focus on physical channels and include auditory, visual, kinesthetic, and multi-sensory styles. Personality styles examine traits like extraversion/introversion and tolerance for ambiguity.
Understanding learning styles can help teachers design lessons catered to different preferences and allow students to identify their own strengths. Accommodating various styles can improve the learning process.
This document discusses the three main types of learners: visual learners, auditory learners, and kinesthetic learners. Visual learners prefer visual representations and writing things down, auditory learners learn best through listening and speaking, and kinesthetic learners are hands-on and learn best through physical activity. The document provides learning tips tailored for each type, noting that 65% of people are visual learners, 30% are auditory learners, and 5% are kinesthetic learners. It emphasizes that people learn differently and encourages adapting teaching methods accordingly.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
The document summarizes a science lesson for 4th grade students on materials. The lesson aims to help students understand properties of materials and be able to list and classify objects by the materials they are made of. Students will observe, predict, classify, communicate, and make generalizations about various materials. The lesson involves using and handling sample materials and objects.
This document provides tips for using Post-it notes in education. It lists three uses: 1) As a question wall where students can post questions for teachers or peers to answer during class; 2) For students to self-assess their understanding against learning objectives; 3) For planning essays by writing ideas and outlines on Post-it notes. The Post-it notes allow for interaction, feedback, and rearranging of information and questions.
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
1. The document outlines reading strategies that students can use before, during, and after reading.
2. Some strategies used before reading include brainstorming, pre-loading vocabulary, and using anticipation guides to make predictions.
3. During reading strategies involve highlighting unknown words, using pointers to follow the text, and taking notes using sticky notes.
This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
Mr. B, a ninth grade ESL science teacher, wanted to better understand his students' prior experiences learning science. He conducted action research to address this. He had students draw pictures of themselves learning science before coming to the country and describe their drawings. Mr. B also interviewed some students and had non-ESL students draw for comparison. He analyzed the data using a rubric and plans to share results to improve instruction for ESL students.
The document outlines various strategies for solving problems and developing skills. It discusses planning goals and tasks, monitoring comprehension and progress, and assessing outcomes. Specific strategies mentioned include using context clues, anticipating information, relating new concepts to prior knowledge, applying knowledge of other languages, using synonyms for unknown words, creating mental images, reading aloud, and imagining different roles. The strategies are meant to help readers think through problems and improve their thinking abilities.
I create digital aviation and bird art using HDR photography techniques in Photoshop. I find aircraft to have artistic beauty and represent power, speed, and history. Some aircraft are beautiful, others scary, but I photograph them regardless and also enjoy photographing birds should aircraft cease to exist. I make posters of my artwork and am Richard Broom, an aviation and bird artist.
This document discusses the G-Cloud and PSN4YR initiatives. It summarizes the key benefits of the G-Cloud, including cost savings from paying only for usage, standardization reducing costs, and increased efficiency. It also outlines the characteristics of cloud computing based on NIST definitions. The PSN4YR would create a regional public sector network compliant with PSN, replacing existing local authority and health networks, and enabling access to shared services and applications through the G-Cloud.
Her kan du se en præsentation med de erfaringer, som de to sygeplejersker Liselotte Langelund og Lene Kjær fik på deres tur til Great Ormond Street Hospital i Løndon. Det er det materiale, som de har brugt til at videreformidle deres erfaringer til deres kolleger efter. har brugt til at undervise
A short presentation of the characteristics of each of the 8 Multiple Intelligences of learners, and how these types of learning might be incorporated by teachers to enhance the learning of their students
This document discusses the importance of recognizing diversity among students and using varied instructional approaches. It notes that students have different learning styles, preferences, backgrounds and needs. Due to these differences, no single teaching method works for all learners. The document outlines several learning styles and preferences, including visual/spatial, auditory, tactile, analytic vs imaginative, left vs right brained learners. It emphasizes that teachers should accommodate different learning needs and styles to enhance learning for all students.
This document discusses various teaching strategies and techniques for instructors. It begins by defining key concepts like teaching, knowing your students, and instructional strategies. It then covers topics like the types of students teachers may encounter, factors to consider when selecting teaching strategies, and examples of specific strategies like concept attainment, case studies, role playing, and journaling. The document provides detailed explanations and examples of 28 different instructional strategies for teachers to utilize.
The Multiple Intelligences Method identifies 8 types of intelligences and incorporates them into language teaching. The method has 4 stages: 1) awakening intelligence through sensory experiences 2) amplifying intelligence through comparing experiences 3) teaching linked to intelligence through worksheets and groups 4) transferring intelligence through out-of-class application. Teachers develop rich activities and students are active learners who experiment with intelligences to find their strengths. Evaluation varies by intelligence and students feel confident learning in their own way.
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
The document discusses different learning styles including visual, auditory, and tactile learners. Visual learners learn best through pictures and diagrams while auditory learners prefer hearing information. Tactile learners learn through touch and kinesthetic activities. The document also discusses surface versus deep learning and provides tips for students to identify their own learning styles and build relationships with instructors.
Education and Learner Diversity in ClassroomDR.LEENA PATIL
This document discusses learning styles and techniques to help different types of learners. It identifies four main learning styles: visual, auditory, kinesthetic, and read/write. The visual style learns best through seeing images like pictures, charts and diagrams. The auditory style learns through listening and speaking, using techniques like word games and songs. Kinesthetic learners learn by doing hands-on activities and moving. Read/write learners absorb information through reading and writing. The document provides sample activities to engage each style and reasons why incorporating learning styles makes teaching more effective for a diverse range of students.
E:\Differentiated Instruction\Di Ppts\Cape Alt Schoolsrh1
This document discusses differentiated instruction and provides guidance for implementing it in the classroom. It defines differentiated instruction as a teaching approach that recognizes students learn in different ways and at different paces. The document outlines key principles of differentiated instruction, such as flexible grouping, ongoing assessment, and tailoring instruction to students' readiness levels, interests, and learning profiles. Examples are provided of how teachers can differentiate content, process, and products to meet varied student needs.
This document discusses learning styles and provides information on different learning styles including visual, auditory, kinesthetic, tactile, active, reflective, sequential, and global learners. It describes the characteristics and preferred teaching aids/strategies for each learning style. The conclusion states that modern technology has helped address different learning styles and removed gaps between learners with and without disabilities.
The document discusses different learning styles - visual, auditory, and tactile. Visual learners learn best through pictures and diagrams. Auditory learners prefer hearing information spoken. Tactile learners like using touch to take in information. The document provides tips for different learners on how to study effectively based on their preferred learning style. It emphasizes the importance of understanding one's own learning style and being flexible to use different styles.
This document discusses various learning style theories and models. It describes sensory learning styles including visual, auditory and kinesthetic styles. It also covers perceptual styles of left/right brain dominance. Cognitive information processing styles are explored using Kolb's model of diverging, assimilating, converging and accommodating styles. Personality types are examined through the Myers-Briggs Type Indicator of extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Gardner's theory of multiple intelligences including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist and existential intelligences is summarized
The document discusses different models of learning styles including sensory styles (visual, auditory, kinesthetic), perceptual styles (left vs right brain dominance), and cognitive styles (Kolb's model). It provides details on the characteristics and effective learning strategies for each style. For example, visual learners remember details visually and benefit from visual aids, while kinesthetic learners learn by doing hands-on activities and remember what they physically do. Kolb's model includes diverging, assimilating, converging and accommodating styles that respond best to different teaching methods focused on experience, reflection, thinking, or doing. The document emphasizes that understanding learning styles helps teachers cater their instruction to individual student needs.
There are three main cognitive learning styles - visual, auditory, and kinesthetic. Each style has different characteristics about how information is processed and learned. Visual learners prefer using images and seeing information, auditory learners retain information through hearing and speaking, and kinesthetic learners like using hands-on approaches. Understanding your preferred learning style can help maximize studying by using techniques tailored to each individual.
This document discusses effective instructional strategies for language learning. It describes strategies that are interactive, integrated, introspective, reflective, contextualized, experiential, and collaborative. Interactive strategies involve students actively engaging with classmates, teachers, materials, and themselves. Integrated strategies address multiple intelligences and learning styles through a variety of classroom activities. These strategies also integrate varied instructional approaches like direct instruction, group work, independent study, and creative expression to accommodate different learning styles.
This document discusses ways to engage students through technology integration and different learning styles. It begins by introducing learning styles like visual, auditory, reading/writing and kinesthetic. It then discusses the components of student engagement and provides 12 ideas for engaging students, such as connecting lessons to real life, differentiating assignments, using humor, and incorporating group work. The document emphasizes that technology should supplement, not replace, teaching and having backup plans when technology fails. It concludes by stating the importance of motivating and encouraging students to develop a lifelong love of learning.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
The document discusses effective teaching strategies and characteristics. It provides tips for maximizing student interaction, such as asking open-ended questions, allowing thinking time, and encouraging cooperation over competition. The document also addresses correcting student errors, the role of vocabulary and listening activities in the classroom, and balancing accuracy and fluency.
Ch. 1 becoming an effective teacher of readingjoseykrista
This chapter discusses eight principles of effective literacy teachers. It describes how teachers should understand how children learn based on constructivist and sociocultural theories, use four cueing systems in reading instruction, create a community of learners, adopt a balanced literacy approach, scaffold reading and writing skills, organize literacy instruction in multiple ways, differentiate instruction, and link instruction to ongoing assessment. The chapter advocates for student-centered, inquiry-based models of literacy learning rather than the traditional behaviorist model of direct instruction.
The document provides information on several reading strategies that can be taught to students, including reciprocal teaching, K-W-L charts, and seed discussions. Reciprocal teaching involves students taking turns leading a discussion about a text using strategies like predicting, question generating, clarifying, and summarizing. The K-W-L chart is used before, during, and after reading to track what students already know, what they want to learn, and what they learned. Seed discussions involve students identifying key concepts or "seeds" in a text and then discussing them in small groups.
Journal writing can be used as a learning tool where students write about topics of personal interest to connect new information with prior knowledge. It fosters learning by actively engaging students and allowing them to clarify and reflect on their thinking. Journals can take various forms like personal journals for free writing, dialogue journals for conversations, and subject-specific journals in math, science, and art. When used and adapted appropriately, journal writing provides benefits like monitoring student progress while emphasizing the content of entries over formal evaluations.
The unit plan analyzes a "Meet the Bears" unit for grades K-2. It focuses on comparing bears and humans. Students research bear characteristics, needs, and sizes. They create graphs and a brochure comparing bears and humans. Assessment includes questions, observations, and a rubric-scored brochure. The unit incorporates hands-on learning, technology, and collaboration between students and 5th graders.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Multiple Intelligences: 8 Ways of Teaching and Learning By Russ Headley Integrating Technology
2. What are Multiple Intelligences? “The uniqueness and diversity of students tells us that students are not just smart in one or two ways but in many ways.”---Howard Gardner As teachers, we should be aware of the 8 categories of Multiple Intelligences and adjust our teaching to accommodate these 8 categories, if possible
3. #1: Verbal/Linguistic Students who enjoy reading, speaking and discussing, writing, language, visual learning As a teacher, consider how you can use the spoken or written word to engage these students Read books and novels, tell stories, discuss or debate, write essays, keep journals, learn vocabulary words, study etymology, etc.
4. #2: Logical/Mathematical Students who enjoy math, numbers, logic As a teacher, consider how you can use numbers, calculations, logic, classifications, or critical thinking to engage these students Analyze data, apply information, decipher codes, list or organize facts, play pattern games, use graphic organizers, do calculations, use spreadsheets, etc.
5. #3: Visual/Spatial Students who enjoy arts and crafts, drawing, painting, pictures, photography As a teacher, consider how you can use visual aids, visualization, color, art, metaphor, or visual organizers Create collages, montages, designs, illustrations, mobiles, posters, sculptures, puppets, paintings or drawings, films, maps, puzzles, mazes, page layout software, etc.
6. #4: Musical Students who enjoy music, sound, rhythm, melody, singing, performance As a teacher, consider how you can use music, singing, and sounds to engage learners Create melodies, sounds, songs, jingles; perform individually or as a class or small group, evaluate music, use music software, interpret lyrics, listen to background music, play an instrument
7. #5: Bodily/Kinesthetic Students who enjoy “hands-on” learning, body expression, fine motor skills, physical exercise As a teacher, consider how you can involve the whole body and “hands-on” experiences to engage students Consider acting out concepts, using movements and formations, doing without talking, pantomime, skits, charades, building models and projects, visiting places, assembling and disassembling things, playing sports, stretching, yoga, working out, etc.
8. #6: Naturalist Students who love nature, observing, recording observations, and interacting with plant and animals As a teacher, consider how you can incorporate nature in your classroom Consider visiting a zoo, farm, aquarium, forest; take nature hikes or conduct class outside, record observation about nature, grow flowers, plant trees, devise classification systems, care for pets
9. #7: Interpersonal Students who like to work with others, solve conflicts, organize others As a teacher, consider how you can use debates, discussions, team activities, interviews, active listening, sharing, tutoring Consider using collaborative learning, compromising, mediation, role-playing, solving problems as teams, planning events, motivating others, delegating tasks
10. #8: Intrapersonal Students who are introspective, reflective, private, independent learners As a teacher, consider action plans, setting goals, reflection and introspection, diaries and journals, silent reading, alternatives Consider relating content to personal experiences, defending a position, examining feelings and memories, autobiographies, personal poetry, listing priorities
11. Conclusion Consider these 8 Multiple Intelligences and how you might be able to use each of them to more effectively teach and engage your students. Remember: “Variety is the spice of life,” and if you incorporate these 8 ideas, your teaching becomes more exciting, varied, and interesting! Go to these links to test your own and your students’ multiple intelligences! http://www.berghuis.co.nz/abiator/lsi/mi_test.html }http://www.jaconline.com.au/sosealive/home/mitest.swf