A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
This presentation was delivered by an Access teacher during "Keeping EFL Fit" Teacher Training , organized by Access Microscholarship Program Moldova, under the American Councils for International Education to Moldova.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Presentation for Lios District Governor Candidates.
How focus and SMART goals accompanied by action plans help succeed in achieving leadership positions.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. Do our Students Learn Differently?
Do all students learn the same way?
What do these differences depend on?
How does knowing these differences impact
the teaching-learning process?
nagaRAJU
5. Do our Students Learn Differently?
Do all students learn the same way?
Do they absorb, process, comprehend, retain information the same
way?
What do these differences depend on?
Biological, cognitive, psychological, social, emotional, environmental
factors.
How does knowing these differences impact
teaching-learning?
nagaRAJU
11. enjoy interaction;
to make the world better
patient and reflective;
to add to world’s
knowledge
practical & straightforward
to make things happen
enthusiastic and
adventurous
Innovative Analytical Commonsense Dynamic
McCarthy’s Learner Types
nagaRAJU
Seek
personal meaning
Draw
on facts
Find
solutions
Synthesize
information
12. Four
Stages
Reflective Observation RO
Active Experimentation AE
Concrete Experience CE
Abstract Conceptualization AC
Thinking
Kolb’s Learning Styles Inventory
Feeling Watching
Doing
nagaRAJU
13. practical, oriented
towards facts
Sensing
prefer written and spoken
explanations.
Verbal
thinking through, working
alone.
Reflective
Prefer visual
representations
Visual
trying things out,
working with others
Active
Inductive Sequential
Intuitive
Deductive
nagaRAJU
innovative
proceed from
specific to general
proceeds from general
to specific.
linear, orderly,
incremental
holistic, learns in
large leaps
Global
Felder-Silverman Learning Styles
14. Logical
Mathematical
Logic and numbers
Verbal
Linguistic
Words and language
Tactile
Kinesthetic
Body movement
Musical
Auditory
Music and rhythm
Gardner’s Multiple Intelligences
Interpersonal
Social
Interact with people
Visual
Spatial
Images and space
Intrapersonal
Solitary
Self-awareness
Naturalist
Environment
nagaRAJU
15. • Infographic Style Visual
Use reading, writing, stories, word games.
Get the class to read aloud.
Use acronyms, key words.
Suggest they reread and rewrite.
Incorporate quizzes.
Let them discuss, teach.
Strategies Verbal
nagaRAJU
poet, journalist, writer,
teacher, lawyer, politician,
translator
16. • Infographic Style Visual
Provide problem-solving tasks.
Ask to interpret abstract information.
Include critical thinking exercises.
Provide statistics and facts.
Provide evidence.
Challenge them.
Strategies Logical
nagaRAJU
researcher, accountant,
mathematician, computer
programmer, scientist
17. • Infographic Style Visual
Use visual aids, imagery, charts, videos
Substitute words with picture words.
Avoid large blocks of text.
Emphasise key points in text.
Narrate stories to help visualise.
Create mind maps.
Help visualise.
Strategies
nagaRAJU
navigator, sculptor, architect,
visual artist, interior designer
18. • Infographic Style Visual
Provide large space to write and draw.
Provide hands-on experiences.
Include problem-solving exercises.
Use roleplays, worksheets.
Suggest reviewing, rewriting.
Teach each others.
Strategies Tactile
nagaRAJU
actor, artisan,
athletes, crafts
19. • Infographic Style Visual
Suggest audio books.
Suggest listening to music.
Allow recordings of your training.
Allow loud reading.
Use rhyming and music.
Play relevant sounds.
Strategies Musical
nagaRAJU
musician, disc jockey
Singer, composer,
music critic
20. • Infographic Style Visual
Promote collaborative learning.
Facilitate discussion on concepts.
Brainstorm ideas, compare ideas.
Discuss and share stories.
Include group work.
Engage in a role-play.
Strategies Social
nagaRAJU
researcher, theorist,
philosopher, politician,
salesperson, teacher, social
worker
21. • Infographic Style Visual
Relate past learning to new concepts.
Help them think and feel.
Offer individual problem-solving.
Explain outcomes of learning.
Promote introspection.
Help track their progress.
Strategies Solitary
nagaRAJU
Counsellor,
philosopher, critic,
writer, statesman
22. • Infographic Style Visual
Show the ‘big picture’ to appreciate the little
parts.
Help finding patterns and link concepts.
Relate to daily life, people and nature.
Help identify and classify.
Include experiments.
Provide case studies.
Strategies Naturalist
nagaRAJU
Photographer, natural
scientist, adventurer,
explorer
24. What Learning Style Are You?
nagaRAJU
1. If you have to remember a new word, you most likely
a) Picture the word in your mind
b) Repeat the word aloud several times
c) Trace the letters with your finger
2. You remember new people mostly by
a) Their actions and mannerisms
b) Their faces
c) Their names
3. While in class, you would like to
a) Take notes, even if you do not re-read them
b) Listen intently to every word
c) Sit up close and watch the instructor
A, B, C Visual learner; B, C, B Auditory learner; C, A, A Kinesthetic learner
27. Strengths and
Preference are Not
the Same
Teaching One Style
doesn’t Work
The Science is NOT
Strong Enough
Learning Styles
Change
Criticism
nagaRAJU
Why do we teach?
Can we teach every student the same way?
Why? Why not?
Why are students different? (genetic make-up, previous learning experiences, culture and the society they live in)
What are Learning styles? (ways in which people perceive, conceptualize, learn, organize and recall information)
How can we integrate various learning styles?
Examples for each learning style
Theories of learning styles
Simple tips and guidelines
The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves.
This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience.
It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.
Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves.
This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience.
It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.
Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves.
This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience.
It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.
Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
Students learn best when they perceive and process information in their own preferred styles.
Knowing this will enable teachers to take human differences seriously, for any uniform educational approach is likely to serve only a minority of students.
Teachers facilitate learning. They are not just information givers. The emphasis is on learning, not on teaching.
Attitudes grow out of concepts, and these in turn will affect behavior.
Overall patterns that provide direction to learning and teaching. Learning style can also be described as a set of factors, behaviours, and attitudes that facilitate learning for an individual in a given situation.
Educational psychologist Walter Burke Barbe and his colleagues.
It is good to remember that not all learners fit exactly into one category. There is often overlap in learner preference when it comes to style, especially across subject matter and activity.
The reading/writing style is often confused with visual learning because reading/writing learners like to learn using the written word. This may seem like visual learning, but they are learners who express themselves through writing. They also enjoy reading articles and writing in diaries or journals. Your reading/writing learners may be experts with search engines and even old-school encyclopedias. They hunger for knowledge that they gather through reading.
Supporting reading/writing learners: Most of the traditional educational system caters toward this type of learner. The reading/writing learner learns by researching, reading books and writing. They will usually be content to write an essay or create a written project. While these students may not be as vocal as auditory learners, they can express themselves well with the written word. Try to give the reading/writing learner time to write their answers and work through their thoughts on paper.
Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry.
Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible - a sure sign that Gardner had created a classic reference work and learning model.Eighth - naturalistAll individuals are capable of all intelligences but that some develop more than others.
Verbal Learning
They use words and language. These learners have good hearing skills and normally are good at talking/speaking. They think in words rather than pictures.
Their Skills Include listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the meaning of words, remember information, and can convince someone to see their point of view.
Possible Career InterestsPoet, Journalist, writer, teacher, lawyer, politician, translator
Linguistic Cont’d How can I use my Linguistic Intelligence in school?Tell a story Tell a joke Write a poem, legend, play, or news article Conduct an interview Conduct research
Logical/Mathematical LearningHave the ability to use reason, logic (common sense) and numbers. These people think in patterns making connections between pieces of information. They are curious about the world around them, ask lots of questions, and like to do experiments.
Their Skills Include problem solving, classifying and categorizing information, working to figure out the relationship of objects to each other, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Logical-Mathematical IntelligenceThe ability to use numbers and to reason logically.
Logical-Mathematical Cont’d Memorize things in a logical order
Find fair and logical arguments in debates
Use graphs and charts for presentations
Translate a problem into a math formula
Design and conduct an experiment
The instructor demonstrates these actions while having students watch and participate: Hold out your right arm. Make a 90 degree angle with your arm. Touch your thumb and forefinger. Put your fingers on your chin. The instructor puts his or her fingers on their cheeks. The result is pretty funny. Visual students do what the instructor does. Auditory students do as they hear. Some are confused.
Visual/Spatial LearnersAbility to see the visual. These people think in pictures and creating pictures in their head to help them remember information. Sometimes they enjoy looking at maps, charts, pictures, videos, and movies.
Their Skills Include puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Visual-Spatial IntelligenceThe ability to interpret the world through images and pictures. Learns best through art, videos and movies, imagination games, mazes, illustrated books
Visiting textbook on-line companion sites, bringing power point presentations to class, and taking notes along side them
Reading the chapter ahead of time and taking notes while reading
Taking notes during class and revising them as soon as possible after class
Color coding main ideas and sub-topics
Creating study aides such as note cards, drawing diagrams, making charts
Recognizing visual learners: The visual learners in your classroom like to see and observe the things that they are learning about. Visual learners like to use pictures, diagrams and written directions to access information. This learning style has also been known as “spatial.” The students who are visual or spatial learners might draw, make lists or take notes in order to interact with and process information.
Supporting visual learners: Some of the more traditional styles of teaching support visual learners, such as whiteboards or projecting information onto a screen. Assignments could ask learners to make pictures or diagrams. In addition, providing class notes or handouts that students can follow along with are a great way to integrate visual learning into your curriculum. Visual learners may have a tough time with lectures and could need more time to process information that they hear auditorily.
Bodily/Kinesthetic LearningAbility to control body movements and handle objects well. Try to do things that involve movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information (hands-on).
Bodily-Kinaesthetic IntelligenceThe ability to use our body to learn / express ideas and feelings; the ability to use our body to make or change things through movement: dancing, running, jumping, building / creating
Learns through role-play, drama, movement, activities, sports, and hands-on learning
Bodily-KinaestheticMove around the classroom often Build or construct something
Create a sequence of movement to explain or portray a concept / idea
Use hands-on materials
Plan and attend a field trip
Play sports
Musical Learners Can make and appreciate music. These learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).
Their Skills Include singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Musical Intelligence The ability to think in music; to hear patterns and recognize, remember, and manipulate them Thinks through rhythms and melodies: Singing, whistling, tapping feet. Learns best when listening to or creating music
MusicalInterpret the messages / themes in songs
Sing / rap a song that explains an idea
Create a presentation with music
Play instruments or sing at school
Field trips to concerts
Recognizing auditory learners: The auditory learners in your class learn best by listening and relating information to sound. These are students who prefer listening to a lecture or a recording rather than taking written notes. They may also be students who think out loud and speak through a concept in order to dive into it. Your auditory learners are most likely your most vocal students in class. They may also be the ones who read out loud to themselves. Auditory learners often repeat what a teacher has said to process what the directions are.
Supporting auditory learners: Including a lot of time for discussion can support the auditory learners in your classroom. They want to hear what others have to say and share their own ideas in order to learn and process information. When you are giving a lecture, ask auditory learners to repeat what they have learned back to you. Call and response or question-and-answer processes can also benefit auditory learners. In addition, auditory learners appreciate watching videos about a topic and listening to audiobooks or recordings.
Interpersonal LearnersThese learners try to understand their own feelings, dreams, relationships with others, and strengths and weaknesses.
Interpersonal IntelligenceThe ability to understand thoughts, feelings, and motivations of other people; the ability to interact well with others.
Intrapersonal LearningTheir Skills Include seeing things from other perspectives, listening, understanding other people's moods and feelings, counseling, cooperating with groups, noticing people's moods, communicating both verbally and non-verbally, building trust, conflict resolution, create good relationships with others.
Intrapersonal IntelligenceThe ability to understand one’s own thoughts, feelings, and reactions to others. Introspective. Examples: Philosopher Poet Counselor Learns through reflecting, setting goals, dreaming, being quiet, working at own pace, making choices
Intrapersonal Work at own pace, make own decisions
Naturalist IntelligenceThe ability to connect with and respond to living beings (plants, animals), the natural world, and the environment. Thinks through interaction with nature and the environment: exploring the community, camping, organizing events
NaturalistOrganize / categorize information Care for pets, wildlife, gardens, or parks Participate in service learning Draw or photograph natural objects or the community
Existentialist IntelligenceThe ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. A need to see the “Big Picture” in order to understand the smaller parts.
Gardner believes that every learner has particular ways of learning that they favor and often combine two or three of these ways of learning together.
As an educator, you should recognize your own learning preferences and be mindful to incorporate activities and opportunities for all types of learners to feel comfortable and engaged.
Teaching the Multiple Intelligences try to assess individual styles
attempt to plan lessons and units that address a variety of learning styles/intelligences
provide resources for each of the different intelligences
provide opportunities for students to present utilizing a variety of formats
As an educator, you should recognize your own learning preferences and be mindful to incorporate activities and opportunities for all types of learners to feel comfortable and engaged.
Teaching the Multiple Intelligences try to assess individual styles
attempt to plan lessons and units that address a variety of learning styles/intelligences
provide resources for each of the different intelligences
provide opportunities for students to present utilizing a variety of formats