This document discusses different learning styles and cognitive tendencies:
- Left-brain thinkers are more logical and detail-oriented, while right-brain thinkers are more creative and able to grasp overall concepts.
- Impulsive learners make quick guesses while reflective learners take more time to problem-solve. Teachers need patience with reflective learners.
- Visual learners learn best through seeing information, auditory learners through listening, and kinesthetic learners through physical interaction and movement.
Each style has distinguishing characteristics in how they receive, process, and recall information. The document provides examples to illustrate the learning preferences associated with different cognitive tendencies.
Support presentation for reading on three levels. Students first read the photographs, we distinguish between literal observations and subjective inferences, then we discuss the levels.
It is a systematic instruction in readng skills and strategies.
It seeks to generate a positive attitude toward the reading process through the channg of the reaing habits; to change reading weakness into strengths; to let students become aware of learning techniques which can enable any person, student, or otherwise to become mre successful in
real life learnin situations.
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Support presentation for reading on three levels. Students first read the photographs, we distinguish between literal observations and subjective inferences, then we discuss the levels.
It is a systematic instruction in readng skills and strategies.
It seeks to generate a positive attitude toward the reading process through the channg of the reaing habits; to change reading weakness into strengths; to let students become aware of learning techniques which can enable any person, student, or otherwise to become mre successful in
real life learnin situations.
This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Skills of Reading, Types of Reading, Difficulty in Reading, Analysis of reading skills, Problems in Reading English, Methods to control Pronunciation, Terms of Reading..
This presentation is a one hour lesson highlighting the need for multiple resources and methods of supporting learners. Activity includes taking nidividual MI profiles (graphed) and laying each over top of the next to identify strength of working in groups.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
teachers handout 4elt conference how learners learn better.pdfMr Bounab Samir
My abstract : 4th elt conference
Learning preferences : How learners learn better?
Learning preferences are all about how your learners study and learn in better ways that reflect their interests and likes. Learners learn in different ways and have a style or a preference to help them acquire new skills , knowledge and remember things.
Some teachers prefer the concept preference to learning styles so as not to classify a learner and impose a particular learning style. What suits one learner might not suit another? For example, if a group of people are learning videos, some like listening and dramatization the teacher acts. Others want to stand up and move performing the movements at the same time as watching the teacher perform them.
Talking about the best learners learn respecting their preferences and needs is like someone in real life situation where he or she may buy a laptop or smart TV , do you get straight in and start using it, do you read the instructions first, or do you call or ask for competent person to show you what to do (or do you use the internet to watch a video on YouTube)?
That is a real life example of someone’s learning style or preference for learning.
Teachers first primary concern is how to make things easier for their learners and audience – The may opt for a particular methodology that they see it suit them or for a specific diversity while delivering their content, but this might not suit their learners.
For example, if teachers prefer to listening to a lecture they certainly feel more comfortable lecturing their learners.
That’s why teachers have to find out what their learners’ preferences are, then they can adapt the delivery content that to suits them.
There are so many different ways of ascertaining preferences, some systems might contradict others or even be misunderstood. Some people are in favour of them, whereas others aren't. The current thinking is that there is no valid research to justify their use. However, you need to make your own decision on whether using the results of learning styles' tests for differentiation will work for your learners. You will also need to check whether the organisation you work for advocates their use or not.
Most people don't fit into one style or preference, I recommend using a variety of teaching and learning approaches to help learning to take place. Your learners might instinctively know what works best for them rather than having it determined for them. For example, they might prefer practical activities rather than reading or writing. This might have been developed from previous courses they have attended. Rather than this being their learning preference, you could think of it as their teaching preference. You could ask your learners which teaching preference they prefer and then adapt your sessions accordingly.
You probably know if it’s hard for your learners to learn by listening,
But if they get their bodied up and moving around, things click instantly.
Or maybe they love listening to audiobooks,
But nothing seems to make sense to them when they sit down to read a paper book.
What you are describing when you talk about your learners in this way is their learning style.
4. People who are more dominant left brain
prefers a reason for everything else. They use
rational logic to identify the cause of the problem,
and then think about how to solve it. In essence,
people who think using the left brain is detail-
oriented
People who are more right-brain dominant
tend to use creativity to solve a problem. They
rely more on intuition and more quickly grasp the
overall picture of the situation. In essence, people
who are using the right brain does not detail
oriented.
6. Impulsive (Speaking) Reflective (Writing)
Making either a quick
or gambling guess at
an answer
Making fever error in
reading
Teachers tend to
judge mistakes too
harshly
A problem or a slower
and more calculated
decision
Faster reader, and
eventually master the
“psycholinguistic
guessing game”.
Need require patient
from the teacher
8. Visual Style of Learning
Visual Learning Styles (Visual Learners) focuses on
visual acuity. That is, the evidence must be shown first
concrete so that they understand this learning style relying
on sight or preview the evidence to then be able to believe
it. There are some typical characteristics like those who
love the visual learning style. First, it needs to see
something (information / instruction) visually to know or
understand it. Second, have strong sense of color. Third,
have sufficient understanding of the artistic problem.
Fourth, has difficulty in direct dialogue. Fifth, too reactive to
sound. Sixth, difficult follow the advice orally. Seventh,
often misinterpreted word or utterance. The characteristics
of the visual learning style are:
1. Tend see attitude, moving individual
2. Not a good listener when communicating
4. Do not like to speak in front of groups and do not like to
also listen to others. Looks passive in discussions.
5. Less able to remember information provided orally
6. Prefer Practice rather than verbal explanation
9. Auditory Style of Learning
Auditory (Auditory Learners) is focus on hearing to be able to
understand and remember. Characteristics of learning model really
put hearing as the main tool to absorb the information or knowledge.
That is, we need to hear, and then we can remember and
understand the information. The first character of people who have
learning style is all the information can only be received by hearing.
Second, have difficulty to receive information in written. The last,
have difficulty writing or reading
The characteristics of auditory learning styles are:
1. Have good remember of teacher explanation in class or materials
discussed in the group
2. Listeners accomplished: children easily master the creative /
song in the television / radio
3. Tend to talkative
4. Do not like to read, and generally is not a good reader because it
is less able to remember well what you have just read
5. Less proficient performance tasks composing / writing
6. Like to discuss and communicate with others.
10. Kinesthetic Style of Learning
Kinesthetic learning styles (Kinesthetic Learners)
requires the individual concerned to touch something that
gives certain information so that he can remember. Of
course there are some characteristics of learning models
that not everyone can do it. The first character is put hands
as a receiver main information in order to continue to
remember it. Just holding it, someone who has this style
can receive the information without having to read the
explanation.
The characteristics of Kinesthetic learning styles are:
1. Touching everything find, including in studying
2. Difficult silent or sit down, always wanted to move
3. Doing everything possible moving the hands. Example:
when the teacher explains the lesson, he listened with his
hands busy in drawing
4. Likes to use real objects as a learning tool.
5. It is difficult to master abstract things such as maps and
symbols.