Learning styles aren't worth our time. Thanks, everyone, for continuing the discussion.
I’m not sure what Jennifer means by saying that I employ “learning theories” in my design. I don’t subscribe to any particular theory. What I do is learn what I can about the audience and what they need to do in the real world. Then I help them practice what they need to do in a way that they have shown that they prefer. For example, when I worked on a cross-cultural communication project with the US military, our team visited many military bases to interview soldiers in depth about their cross-cultural duties and their training preferences. From our research, it became clear that the audience strongly preferred group discussion over solo elearning, although we were technically supposed to design elearning for them.
So yes, we tailored our materials to the learners’ preferences, which I think everyone should do. I don’t think that a VARK assessment would have persuaded us to use the design approach that we ultimately chose. Learning Style. What is Choice Theory?
Developed by psychiatrist William Glasser, Choice Theory states we are motivated by a never-ending quest to satisfy the following 5 basic needs woven into our genes: to love and belong, to be powerful, to be free, to have fun and to survive. Behavior is Chosen. Building Brain Literacy in Elementary Students. Practice Makes Perfect For many students, the brain isn't a hot topic of conversation.
This is especially true for younger students who are still trying to understand the world around them, and are still far from developing physiological self-awareness of the very thing that gives them that self-awareness. But helping students develop "brain literacy" doesn't have to be a matter of dry science pumped full of confusing jargon. Understanding the brain can be empowering for students as they recognize their ability to strengthen it each time they use it. As a teacher, you can emphasize how using the executive functions, both in the classroom and outside of school, increases their strength for academic success. Why The Brain Benefits From Reflection In Learning. Why The Brain Benefits From Reflection In Learning by Judy Willis M.D., M.Ed., radteach.com Executive function stimulation: include questions in homework and tests that require mathematics communication.
In addition to showing the steps used to solve a problem, when students are asked to explain their thinking and why they selected a procedure or what similar mathematics they related to when solving the problem, they are using more executive function. This process engages the mental manipulation of metacognition, thought organization, concise consolidation of knowledge, deductive and inductive thinking.
Activities That Reach Executive Function 1. Mental Manipulation & Executive Function Processing time, reflection, and metacognition are vital to the learning environment. Thus, much of the effort put into teaching and studying is wasted because students do not adequately process their experiences, nor are they given time to reflect upon them. Reflection Can Build Confidence. Universal Design Learning Explained for Teachers. Universal Design Learning is a framework for learning that includes all students.
Being grounded in socio-cultural theory, UDL views learning environments and social interactions as being key elements in development and learning. In UDL students are allowed to express their learning in a variety of ways. The key principles driving UDL include flexibility, simple and intuitive instruction, multiple means of presentation, success oriented curriculum, appropriate level of student effort, and appropriate environment for learning. Writing and Thinking Through the Student User's Guide Assignment. Note: Ashley Hutchinson co-wrote this post with social studies teacher Stephanie Noles and instructional coach Mike Flinchbaugh, both of whom are her colleagues at J.H.
Rose High School in Greenville, North Carolina. Stephanie was having one of those days when everything she thought she knew about working with young adults seemed miscalibrated -- when tempers flared without cause and student motivation disappeared despite her careful planning. That was the day we decided our students should come with written instructions. Although a bit odd, the assignment we created is relatively simple: write a user's guide that explains to your users -- classmates and teachers -- how to work with you. In short, the task requires students to make decisions about style, structure and content (as required by the CCSS) in order to affect an audience toward a specific purpose: work well with me. RSA Animate - Drive: The surprising truth about what motivates us. Q & A Collections: Brain-Based Learning - Classroom Q&A With Larry Ferlazzo. Matching Teaching Style to Learning Style May Not Help Students - Teaching.
By David Glenn If you've ever sat through a teaching seminar, you've probably heard a lecture about "learning styles.
" Perhaps you were told that some students are visual learners, some are auditory learners, and others are kinesthetic learners. Or maybe you were given one of the dozens of other learning-style taxonomies that scholars and consultants have developed. Almost certainly, you were told that your instruction should match your students' styles. The Power of a Networked Teacher Illustrated.
Facebook. Cognitive learning and the non-traditional student. Constructivism by Cindy Andrews by Cindy Andrews on Prezi.