Success with informational texts.pptx
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This document discusses strategies used by proficient readers when reading informational texts. It identifies strategies such as activating prior knowledge, determining important ideas, asking questions, creating sensory connections, drawing inferences, retelling or synthesizing information, and using fix-up strategies when comprehension breaks down. The document also discusses ineffective reading strategies like ping-pong reading and mindless reading. Finally, it outlines an approach to integrating effective reading strategies with three phases: pre-reading to prepare to learn, during reading to process new learning, and after reading to consolidate and apply new learning.
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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.
Learning Styles.pdf
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.
Learning Styles.pdf
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.
English (Improving Listening Efficency)
This document discusses strategies for improving listening skills, which are important for success as a student and beyond. It identifies different types of listening, such as active listening which allows interaction, and passive listening which does not. It provides tips for being a better listener, such as maintaining eye contact, focusing on content rather than delivery, and avoiding distractions. Common problems with listening like daydreaming are also discussed, along with steps one can take to improve listening like preparing to listen and watching the speaker. The importance of listening in college is emphasized.
Chapter Seven: Memory and Studying
The document discusses various strategies for effective studying and retaining information, including finding a quiet study space, turning off distractions, visualizing materials, using mnemonic devices, and self-testing with flashcards. It emphasizes focusing on understanding the material rather than just memorization. Short, frequent study sessions are recommended, along with getting proper rest. The importance of choosing a suitable career and classes is also discussed. Overall, the document stresses putting in diligent study efforts, finding what works best for the individual, and not giving up in the face of failure.
Learning to learn
This document discusses learning styles and how understanding your own learning style can enhance your development. It outlines several common learning styles such as visual, auditory, reading/writing preference, kinesthetic, sequential, global, sensing, intuitive, active, and reflective. The key messages are that people often have a blend of different learning styles, understanding your own style can help you focus on what works best for you, and being aware of your style is the first step to unlocking your mind's potential.
teachers handout 4elt conference how learners learn better.pdf
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.
Teaching Reading: Session 1 September 2013:
How to facilitate changing a fixed mindset to a growth mindset, and learning how to do a running record and other non-standardized reading assessments
classroom management: learning styles.pdf
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.
Read Aloud- Think Aloud
The document discusses strategies for conducting interactive read alouds with students. It defines read alouds as oral readings by the teacher of texts above students' independent reading level. The teacher should choose high-interest selections and scaffold support for all readers. During read alouds, the teacher models thinking aloud to demonstrate comprehension monitoring strategies like predicting, visualizing, and making connections. Semantic differential scales can also be used after read alouds to help students analyze characters.
Learning Styles
The document discusses learning styles and provides information on visual, auditory, and tactile learners. It notes that visual learners prefer using visual aids like pictures and diagrams, auditory learners prefer listening to lectures, and tactile learners prefer hands-on learning. The document also discusses other aspects that may influence learning styles, such as personality traits and multiple intelligences. It provides tips on identifying one's own learning style and adapting study strategies accordingly.
Lecture 3 - Learning Styles.ppt
This document discusses various learning styles and theories. It begins by describing visual, auditory and tactile learning styles. It then discusses Kolb's learning styles model which categorizes learning into four types based on grasping and transforming experiences. Next, it covers Howard Gardner's theory of multiple intelligences and the Myers-Briggs Type Indicator personality assessment. It concludes by contrasting surface and deep learning and providing tips for discovering one's own learning style and using it effectively.
Learningstyles
There are different learning styles that people have for taking in and processing information. The main learning styles are activist, reflector, theorist, and pragmatist. It is important to understand your own learning style so you can learn more effectively by applying that style. The document provides descriptions of each learning style and suggestions for how people with those styles learn most and least effectively. It encourages taking a learning style questionnaire to determine your preferred style.
Introduction to education By Hina Kaynat
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.
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Success with informational texts.pptx
- 1. Success with Informational Texts Bertie County Schools August 19, 2013
- 2. Strategies of Proficient Readers Strategy Why Useful Demonstrating Use of Strategy Activate prior knowledge Help recall That reminds me of … It made me think of … I read another book where … This is different from … Determine the most important idea Help focus The most important ideas are … So far, I have learned that … Based on my knowledge of … Ask questions of themselves, the authors, and the texts they read Help clarify I wonder … I was confused when … Why … Create visual, auditory, or other sensory connections Help deepen understanding I visualized … I could see (small, hear, taste) … I could picture …
- 3. Strategies of Proficient Readers Strategy Why Useful Demonstrating Use of Strategy Draw inferences Help make critical judgments and make unique interpretations I’m guessing that … I predict … It would be better if … I really liked how … If I were the main character … What I didn’t like was … Retell or synthesize Help understand clearly Now I understand that … I have learned that … This gives me an idea … Use fix-up strategies when comprehension breaks down Help to be an independent reader I tried these fix-up strategies … I reread that because … A part I had difficulty with …
- 4. Ineffective Use of Literacy Strategies O Ping-pong reading (texts that overemphasize reading for details) O Glance at a question → skim for the answer → check the next question → move back to the text for more skimming O Read to “get done” rather than to learn O Claim to be poor test takers even when successfully completing homework
- 5. Ineffective Use of Literacy Strategies O Mindless reading (seeing the words without comprehension) O Missing the strategies of proficient readers O Teachers lose confidence in students’ ability to read independently → teacher resorts to lecture or class presentation to share the important information → students learn reading not necessary O Students remain dependent on the teacher
- 6. Ineffective Use of Literacy Strategies O Forgetful reading (superficial reading) O Not connecting to personal knowledge, posing questions as they read, predicting, inferring, and synthesizing O Knowledge never proceeds beyond “working memory”
- 7. Integrating Effective Reading Strategies Phases of Reading and Learning Pre-Reading – Preparing to Learn • Activate prior knowledge • Focus attention on what’s important During Reading – Processing New Learning • Select what’s most important • Organize new learning for understanding After Reading – Consolidating New Learning • Integrate new learning into memory • Apply new learning to meaningful situations