The document provides instructions for playing the game "Bop It" with lyrics telling players to push, pull, snap, twist, spin, and kick an object while saying the corresponding commands and finally saying "Bop It". It encourages everyone to get on their feet and join in the dance.
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
The document compares traditional classrooms to 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and students are assessed based on their knowledge. However, in 21st century classrooms teachers facilitate learning by directing students to various sources and asking them to demonstrate their knowledge and skills.
The document then outlines several 21st century skills grouped into 4 main categories - learning and innovation skills; life and career skills; information, media and technology skills; and effective communication skills. These skills include creativity, critical thinking, problem solving, flexibility, leadership, and technology literacy. The document emphasizes that to prepare students for tomorrow, teaching must evolve beyond traditional methods.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Assertive discipline is an obedience-based discipline approach to classroom management developed by Lee and Marlene Canter. It involves a high level of teacher control in the class. It is also called the "take-control" approach to teaching, as the teacher controls their classroom in a firm but positive manner.
The document provides instructions for playing the game "Bop It" with lyrics telling players to push, pull, snap, twist, spin, and kick an object while saying the corresponding commands and finally saying "Bop It". It encourages everyone to get on their feet and join in the dance.
Learning to live together is one of the "Four Pillars of Education" the other three are: "Learning to Know, Learning to Do and Learning to Be".
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
The document compares traditional classrooms to 21st century classrooms. In traditional classrooms, teachers deliver content through lectures and students are assessed based on their knowledge. However, in 21st century classrooms teachers facilitate learning by directing students to various sources and asking them to demonstrate their knowledge and skills.
The document then outlines several 21st century skills grouped into 4 main categories - learning and innovation skills; life and career skills; information, media and technology skills; and effective communication skills. These skills include creativity, critical thinking, problem solving, flexibility, leadership, and technology literacy. The document emphasizes that to prepare students for tomorrow, teaching must evolve beyond traditional methods.
Developing Positive Relationships with Parents, Students and Other TeachersCarla Ann
This document discusses the importance of developing positive relationships between teachers and various stakeholders in education. It emphasizes that positive relationships with parents, students, and other teachers are essential for student learning and well-being. Effective communication, showing care, respect, and support are some of the keys to building these relationships. Fostering collaboration and avoiding gossip are also important for developing positive relationships among teachers.
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Assertive discipline is an obedience-based discipline approach to classroom management developed by Lee and Marlene Canter. It involves a high level of teacher control in the class. It is also called the "take-control" approach to teaching, as the teacher controls their classroom in a firm but positive manner.
Classroom management and organization are essential for effective teaching and student learning. Teachers must establish clear rules, routines, and expectations to create an orderly environment where students are focused on instruction. Effective teachers develop a minimum number of fair rules and teach routines to maximize instructional time. They also organize the physical classroom in a way that optimizes student learning. Through preventative and proactive approaches, teachers can influence student behavior in a constructive manner and set the stage for achievement.
Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
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.
Learning to live together involves developing social skills like respect, concern for others, and appreciation for diversity. Education should focus on discovering other people and cultures, and encouraging involvement in collaborative projects to teach conflict resolution and working with others. Indicators to measure learning to live together include access to community institutions, volunteering rates, participation in social groups, interactions with other cultures, and travel times to social places.
Effective classroom seating arrangements consider many factors, including classroom size and shape, potential distractions, student age and size, teaching style and objectives, and learning objectives. Common configurations include horseshoe or U-shape, clusters, runway, and stadium layouts. The most important factor is the teaching style and objectives - the seating arrangement should support how the teacher wants to conduct the class, whether it be teacher-centered lecture, student-centered discussion, or a combination. Flexible arrangements are beneficial to accommodate different activities and learning levels.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
This document provides an overview of oral language development and its importance for early literacy. It discusses key findings from research that children who develop strong oral language skills have an advantage in later reading comprehension. The document outlines stages in language development from birth to age 6. It also describes 5 components of oral language and best practices for instruction, including shared book reading, songs/rhymes, storytelling, circle time, and dramatic play. Research supporting the effectiveness of these practices is referenced.
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
School administration involves planning, organizing, directing, and controlling resources to achieve educational goals. Its major functions include planning, organizing, staffing, directing, coordinating, reporting, and budgeting. Principles of school administration emphasize that it should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluative, consistent, preventative, child-centered, and flexible. An effective administrator applies these principles and uses a democratic rather than autocratic leadership style.
Module 1 lesson 3 - Role of Technology for teaching and learningIra Sagu
The document discusses the roles of technology in education. It identifies three domains of educational technology: technology as tutor, as a teaching tool, and as a learning tool. It then outlines several benefits of technology for teaching and learning, including supporting teachers, modernizing the learning environment, and improving the teaching process. The document also discusses benefits for learners and learning, such as enhancing communication skills, developing higher-order thinking like critical thinking and problem solving, and supporting creativity. It provides examples of how teachers can use technology to develop these skills in students.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
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.
Classroom management and organization are essential for effective teaching and student learning. Teachers must establish clear rules, routines, and expectations to create an orderly environment where students are focused on instruction. Effective teachers develop a minimum number of fair rules and teach routines to maximize instructional time. They also organize the physical classroom in a way that optimizes student learning. Through preventative and proactive approaches, teachers can influence student behavior in a constructive manner and set the stage for achievement.
Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.
The document discusses communication skills that are important for teachers. It begins by defining communication and emphasizing its importance for teachers. Effective communication skills involve positive motivation of students, using body language, humor, understanding students, team building, and utilizing technology. The document also discusses different learning styles including auditory, visual and kinesthetic learners. It provides examples of how teachers can identify these different learning styles. Finally, the document proposes a group activity where teachers can discuss communication problems they face and how they overcome them.
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.
Learning to live together involves developing social skills like respect, concern for others, and appreciation for diversity. Education should focus on discovering other people and cultures, and encouraging involvement in collaborative projects to teach conflict resolution and working with others. Indicators to measure learning to live together include access to community institutions, volunteering rates, participation in social groups, interactions with other cultures, and travel times to social places.
Effective classroom seating arrangements consider many factors, including classroom size and shape, potential distractions, student age and size, teaching style and objectives, and learning objectives. Common configurations include horseshoe or U-shape, clusters, runway, and stadium layouts. The most important factor is the teaching style and objectives - the seating arrangement should support how the teacher wants to conduct the class, whether it be teacher-centered lecture, student-centered discussion, or a combination. Flexible arrangements are beneficial to accommodate different activities and learning levels.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
This document provides an overview of oral language development and its importance for early literacy. It discusses key findings from research that children who develop strong oral language skills have an advantage in later reading comprehension. The document outlines stages in language development from birth to age 6. It also describes 5 components of oral language and best practices for instruction, including shared book reading, songs/rhymes, storytelling, circle time, and dramatic play. Research supporting the effectiveness of these practices is referenced.
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
Classroom management involves systematically designing a classroom environment that promotes effective teaching and learning. There are six elements of effective classroom management: multidimensionality, simultaneity, immediacy, unpredictability, publicness, and history. Effective classroom management also includes establishing clear rules and procedures, organizing the physical space, implementing behavioral strategies, using instructional techniques, and having organizational structures. Key aspects of classroom management include building relationships, maintaining momentum, engaging students, establishing clear expectations, and using praise and rewards to reinforce positive behaviors.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
School administration involves planning, organizing, directing, and controlling resources to achieve educational goals. Its major functions include planning, organizing, staffing, directing, coordinating, reporting, and budgeting. Principles of school administration emphasize that it should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluative, consistent, preventative, child-centered, and flexible. An effective administrator applies these principles and uses a democratic rather than autocratic leadership style.
Module 1 lesson 3 - Role of Technology for teaching and learningIra Sagu
The document discusses the roles of technology in education. It identifies three domains of educational technology: technology as tutor, as a teaching tool, and as a learning tool. It then outlines several benefits of technology for teaching and learning, including supporting teachers, modernizing the learning environment, and improving the teaching process. The document also discusses benefits for learners and learning, such as enhancing communication skills, developing higher-order thinking like critical thinking and problem solving, and supporting creativity. It provides examples of how teachers can use technology to develop these skills in students.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
This document summarizes the key topics and agenda covered in a professional development training for teachers. The training focused on improving instructional strategies to enhance student learning and engagement. Specific topics included examining feedback and assessment practices, building a professional learning community, setting personal goals to improve student outcomes, and exploring teaching methods like inquiry-based and experiential learning. The agenda outlined sessions on backward design, formative assessment, classroom management, questioning techniques, and character education. Overall, the training aimed to help teachers develop as professionals and create optimal learning environments for students.
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.
The document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his work developing the theory of multiple intelligences at Harvard and Boston University. It then discusses the eight intelligences Gardner identified: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides descriptions of each intelligence and examples of how students may demonstrate strengths in each area. It concludes by discussing how understanding multiple intelligences can help teachers incorporate a variety of teaching styles and help students learn in ways that align with their intellectual preferences.
Topic 2B: Instructional Design to Engage Today's Learnersbgalloway
This document discusses engaging today's learners through instructional design and assessment. It addresses problems in today's classrooms and asks questions about how to engage and motivate learners. The document provides information on instructional strategies like cooperative learning and graphic organizers that can help students construct their own understanding. It emphasizes the importance of honoring students' learning styles and using the best instructional strategies in project-based learning plans.
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence exists in several different forms rather than solely as a single general ability. The document outlines Gardner's theory which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how each type of intelligence is demonstrated and suggests that teachers should recognize students' varied strengths by incorporating lessons that engage different intelligences. The document also provides study tips for students to utilize their varied intelligences through visual, auditory, physical and other sensory-engaged techniques.
The document discusses andragogy, the method and practice of teaching adult learners. It defines andragogy as the process of helping adults learn, and outlines some key differences between andragogy and pedagogy. Some of the main principles of andragogy discussed include that adult learners need to understand why something is important to learn, have freedom to direct their own learning, and learn best through experience. The document also provides tips for instructors on understanding andragogy, planning lessons, managing the classroom, inspiring students, and continuing self-improvement when teaching adult learners.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
This document discusses different teaching models and approaches. It describes inductive and deductive approaches, with inductive being learner-centered and starting with specific examples, while deductive is teacher-centered and starts with general principles. Specific deductive models mentioned include lecture, lecture-discussion, teacher talk, and presentation teaching. Cooperative learning is discussed as an approach that emphasizes social learning. The document also references different families of teaching models, including information processing, social interaction, personal, and behavioral.
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.
This document discusses key aspects of teaching listening and speaking skills. It addresses questions about what listeners and speakers are doing, factors that affect good listening and speaking, characteristics of real-life communication, common techniques used, and principles for instruction. Some techniques discussed include using authentic materials, developing strategies, emphasizing response, and ensuring activities lead to communicative goals rather than testing. Drills should be limited and guidelines followed. Factors like motivation and feedback are important for teaching pronunciation and conversation skills effectively.
The document discusses using thinking routines to make student thinking and learning visible. It provides objectives for a session on thinking routines, including introducing thinking routines, practicing routines, and applying them in unique contexts. It explains that thinking routines are designed organizers that encourage inquiry, promote reasoning, and make learning engaging. They allow students to organize thoughts clearly and stimulate curiosity and inquiry. Thinking routines can be effectively used across all stages of the inquiry process.
Cooperative learning is a reading comprehension strategy where students work in small groups. It pairs stronger readers with those needing more help. Students take on roles like summarizer and questioner to guide discussions about texts. Research shows cooperative learning improves comprehension and critical thinking. Specifically, reciprocal teaching assigns roles to structure conversations around predicting, clarifying, questioning, and summarizing sections of a text. Studies find this approach helps all students better understand what they read.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP is for students aged 11-16 and aims to develop internationally minded young people through an interdisciplinary curriculum framework. Key aspects of the MYP include focusing on holistic student learning and development, promoting intercultural awareness, and emphasizing communication skills. The program utilizes five subject groups and five areas of interaction to provide students with context for inquiry-based learning experiences. Assessment in the MYP aims to support and improve both teaching and learning.
Critical reflection and community recreation leadershiptmacscuba
This document outlines a community recreation leadership course on critical reflection taught by Tyler MacDonald. The 3 hour course consisted of introductions, a lecture on critical reflection methods, group workshops applying the methods, workshop presentations, and a wrap-up. The objective was to inspire leaders to use critical reflection to ensure their teaching style and materials are effective. Methods discussed included teaching logs, role model profiles, and gathering student feedback.
How to Accommodate Different Learning Styles.pptxGreatSchool1
This document discusses eight different learning styles: visual, auditory, kinesthetic, verbal, mathematical, solitary/intrapersonal, social, and naturalist. For each style, it provides a brief definition and then suggestions for teaching strategies to accommodate that style. It concludes by asking readers to think of activities for different combinations of learning styles.
Presentation for Lios District Governor Candidates.
How focus and SMART goals accompanied by action plans help succeed in achieving leadership positions.
The document discusses cultural competency and its importance for membership growth that includes everyone. Cultural competency is defined as the ability to understand and effectively engage with individuals and groups from different cultural backgrounds by recognizing and respecting cultural differences and adapting to different contexts, practices and beliefs. Achieving cultural competency provides benefits like growth, collaboration and innovation. Strategies for organizations to achieve cultural competency include developing guidelines and awareness, offering cross-cultural experiences, bonding with diverse populations, recruiting to reflect diversity, and promoting competency. Leadership plays a key role by leading by example, providing resources, and fostering collaboration.
The document outlines the program for Lions Clubs Leadership Institute 5 - VitaL Vidya 11 to be held on September 24, 2023 in Secunderabad, India. The program will include sessions on the philosophy of Lionism, history of Lions International, code of ethics, service priorities, LCIF, membership fees, and the Lions website and learning center. There will also be an inauguration, icebreaker, energizer, valedictory ceremony and group photo.
The document contains a quiz about Lions International with multiple choice questions and answers. It covers topics like the first country outside the US to have a Lions Club, recognition given for donations to LCIF, responsibilities of club treasurers, and more. The quiz is being answered by someone with the initials nagaRAJU from Hyderabad, India.
Classroom interaction refers to communication between teachers and students in a classroom setting. Typically, the main interactions are between the teacher and individual students, the teacher and groups of students, and students talking to each other in pairs or groups. To promote classroom interaction, teachers can use techniques like questioning, group work, role plays, and other interactive activities to encourage opportunities for students to use English within the classroom. Motivation, environment, instruction, and opportunities to practice are important factors for stimulating classroom interaction.
This document provides information on LCIF (Lions Clubs International Foundation) and calls for support. It notes that since 1968 LCIF has provided $1.3 billion in funding for service projects. It outlines the growing global needs that LCIF addresses, such as vision impairment, natural disasters, measles, bullying, diabetes, hunger, and access to clean water. Statistics on donations from various district areas are given to show fundraising progress. Ways to donate and recognition programs for donors are also mentioned. The overall message is a call for continued support to address increasing global humanitarian needs.
This document outlines goals and expectations for a Lions club/district over the next 5 years. It discusses growing membership through recruiting new clubs, members, women, and Leos. Service focus areas, activities, funding, and expectations are addressed. Leadership development through training programs is emphasized. Marketing club activities and taking out a club bulletin are goals. Minimum expectations are set around membership growth, organizing leadership training, establishing new clubs, nominating Lions for institutes, and member contributions to LCIF. A service journey approach is presented.
This document discusses measuring learning and provides techniques for doing so. It suggests measuring participants, coaches, course designers, coordinators, organizers, and technical support. Participants and coaches can measure themselves, while coaches, external assessors, and machines can also measure. Learning outcomes, coaching techniques, quality of material, course structure, and coach performance should be measured. Measurement is used to monitor progress, assess performance, create learning plans, identify weaknesses, and redesign training. Online tools mentioned for measurement include Google Forms, Socrative, Slido, Mentimeter, Kahoot, and rubrics. Challenges of measurement include validity, reliability, washback, and practicability.
This document discusses techniques for engaging audiences during workshops and training sessions. It asks the audience to recall workshops that were boring versus engaging, then what the trainers did differently. It suggests actively involving the audience in their own learning through questions, clarification, ideas, sharing experiences, and discussions. Specific engaging techniques are recommended, including brainstorming, role playing, games, energizers, projects, open-ended questions, storytelling, and audio-visual clips.
The document discusses the key areas of management for Lions Club presidents, including member management, activity management, meeting management, financial management, and time management. Specifically, it outlines recruiting, retaining, and recognizing members, planning and executing club activities, maintaining meeting attendance and interest, budgeting and fundraising, and scheduling and demonstrating effective time management.
This document provides guidelines for installing a new board of officers for a Lions Club. It includes checklists for tasks before, during, and after the installation ceremony. The suggested installation program outlines 25 items, including welcoming remarks, reports from outgoing officers, induction of new members, installation of new officers, and an address from the chief guest. Details are provided on proper procedures, such as calling the meeting to order, flag invocation, introductions, and adjourning the meeting. Time management tips recommend keeping the ceremony to 90 minutes and providing 30 extra minutes for an induction ceremony.
This document provides an overview of a course on critical thinking. It outlines 12 modules that cover topics such as components of critical thinking, non-linear thinking, logical thinking, becoming a critical thinker, evaluating information, benefits of critical thinking, changing perspectives, problem solving, and putting the skills together. The course aims to teach participants how to apply reason, be open-minded, think logically, ask the right questions, consider different viewpoints, and develop critical thinking skills and habits.
The document discusses the traits of successful student leaders. It suggests that successful leaders know the way by reading, observing, consulting and analyzing; go the way through passion, focus, persistence and collaboration; and show the way using recognition, compassion, mentoring, communication and appreciation. The document emphasizes that leaders make a difference by building trust, leaving footprints, and being compassionate mentors who know, go and show others the way.
Integrating Life Skills into English Classm nagaRAJU
This document discusses integrating life skills into the English classroom. It begins by defining life skills as abilities that enable individuals to effectively deal with everyday demands and challenges. Some examples of life skills discussed include critical thinking, decision making, problem solving, self-awareness, coping with emotions and stress, effective communication, and empathy.
The document then discusses why teaching life skills is important - to enhance academic success, nurture social etiquette, enable self-discovery, foster efficiency, and instill confidence. It also discusses how to integrate life skills through appropriate materials, comprehensible inputs, effective learning facilitation, and reliable assessment. Popular methods suggested include brainstorming, discussion, role plays, games and activities, collaboration, and
The document discusses creative thinking methods and generating ideas for Lions projects. It introduces a four-step creative thinking process of blue sky brainstorming, suspending judgement, critically evaluating ideas, and adapting ideas into useful projects. The session objectives are to apply methods to enhance creative thinking, generate creative ideas for useful Lions projects, and have participants enjoy practicing a creative thinking process and generating new ideas.
The document discusses various global focus areas and initiatives of an organization. It summarizes key statistics regarding diabetes, hunger, the environment, vision, and childhood cancer. It then outlines the organization's service journey over 104 years and encourages taking local actions such as giving smiles, compliments, visiting patients, and more to think globally and act locally.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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