The document discusses different theories of student learning styles, including physiological elements like environmental and physical preferences, cognitive elements such as brain dominance and multiple intelligences, and affective elements involving a student's motivation and conceptual level. Learning styles incorporate how students concentrate, process, internalize, and recall new information based on their reactions to sensory experiences, reasoning tendencies, emotions, and psychological type. Teachers should understand these various learning characteristics to effectively engage different students.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Chapter 3 - Islamic Banking Products and Services.pptx
Psycological factors
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21. MODULE 2:
COMPONENTS OF EFFECTIVE TEACHING
Lesson 2:
The Learner
A.Definition and theories of learning
B.Student’s Learning Style
C.Theory of Multiple Intelligences
22. Student’s Learning Style
What is a “learning style”?
• “The way that he or she
concentrates on,
processes, internalizes,
and remembers new and
difficult information or
skills”.
–Dr. Rita Dunn, St. John’s
University
23. Student’s Learning Style
What is a “learning style”?
• “Characteristic cognitive,
affective, and physiological
behaviors that serve as
relatively stable indicators of
how learners perceive,
interact with, and respond to
the learning environment”.
–James W. Keefe
24. Student’s Learning Style
Learning Style - In Simple
Terms
• Children learn
through a
combination of
these elements:
– Physiological
– Cognitive
– Affective
Conceptual
Understanding
25. Physiological Elements
Conceptual
Understanding
• Physiological elements are
primarily biologically-based and
vary depending on the learner’s
reaction to the physical
environment.
– Environmental Elements
– Emotional Elements
– Sociological Elements
– Physical Elements.
27. Brain
Dominance
What is the way
in which the
brain analyzes
information?
•Analytical
•Global
•Integrated
Conceptual
Tempo
•Impulsive
•Reflexive
Mindstyles
•Concrete Sequential
•Abstrate Random
29. Brain Dominance
What is the way in which the brain analyzes
information?
Analytical
Analytical children patch details together in the exact
opposite way globals do. Once a strongly analytic
student begins a task, that student has a strong
emotional compulsion to complete it.
30. Brain Dominance – cont.
Global
Globals need an overall comprehension of what’s being
covered first, and then they can look at the details.
Globals tend to concentrate on difficult academic
studies for a relatively short amount of time.
31. Brain Dominance – cont.
Integrated
Try to vary the types of activities offered to engage both
types of learners.
32. Conceptual Tempo
Impulsive
Impulsive children are those who blurt out answers,
behave impetuously, and speak before they think.
Reflexive
Reflexive children are many times perceived as more
intelligent because they act more thoughtful.
33. Mindstyles
Concrete Sequential
Emphasis on the concrete world of the physical senses;
sequential step-by-step linear progression of thought;
instinctive, methodical, deliberate; ordered, practical,
quiet, stable.
Abstrate Random
Random web-like and multi-dimensional; emotional,
perceptive, critical; metaphoric, uses gestures and body
language, colorful.
34. Mindstyles – cont.
Abstract Sequential
Abstract world of the intellect based upon concrete
world; focuses attention on facts, documentation,
concepts, and ideas; uses precise rational and is highly
verbal.
Concrete Random
Intuitive, instinctive, impulsive, and independent
thinking processes; uses practical demonstration to
validate or to prove.
35. Psychological Differentiation
Field Dependence
The field independent learner “tends to articulate
figures as discrete from their backgrounds”. These
learners can differentiate objects from their
backgrounds. They have more of an ability to handle
tasks the require analysis or comparison.
Field Independence
The field dependent learner tends to experience events
in consonant fashion. They tend to identify with a
group.
36. Modality
Young children first begin learning kinesthetically.
They experience everything they learn. As they
develop, children next develop tactual preferences. A
young child will try touching everything he or she
comes near. Then, finally visual and auditory abilities
develop as the child develops.
37. Modality – cont.
Visual
Visual learners remember what they see and can recall details
through picturing what they have seen. Allow these children to
view the material in advance to class, so that they can visualize what
they will be taught.
Auditory
An auditory learner is defined as “one who recalls at least seventy-
five percent of what is discussed or heard in a normal forty to fortyfive minute period”. These learners remember what they hear and
can recreate what they hear by focusing on what was said in the
lesson.
38. Modality – cont.
Tactile
Tactile learners use their fingers and hands while concentrating.
These children remember more easily if they are drawing, doodling,
writing, or somehow using their fingers. Hand motions for songs.
Flipcharts, flashcards, puzzles
Kinesthetic
Most children who have problems in tradition classroom settings
are kinesthetic learners. They often can not remember too much of
what they are shown or many specifics. They learn best be a
combination of tactile and kinesthetic experiences
39. Modality – cont.
Integrated
Allow children to develop their own visual aids to help
them learn. Give them the option to create for
themselves the kinesthetic resources which would best
benefit them in their learning experience.
41. Conceptual Level
• High
– These students are more
independent. They enjoy
individual projects, problem
solving, and a choice of
assignments.
• Low
– These see environment as fixed
and rigid. They are not able to
look at alternative solutions to
problems.
42. Psychological Types
• Thinker
– These learners are more objective and
reason logically their decisions.
• Sensor
– These learners relate best to the real
world and concrete experiences.
• Feeler
– These learners make decisions based
more on their emotions and insight than
reason.
• Intuitor
– These learners relate to the world through
intuition. They are more global and more
apt to dislike detailed work.
43. The Theory of
Multiple Intelligences
For Gardner, intelligence is:
the ability to create an effective product or offer a
service that is valued in a culture;
a set of skills that make it possible for a person to
solve problems in life;
the potential for finding or creating solutions for
problems, which involves gathering new knowledge