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Felder & Soloman: Learning Styles and Strategies

Felder & Soloman: Learning Styles and Strategies
Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University Barbara A. Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Everybody is active sometimes and reflective sometimes. How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Everybody is sensing sometimes and intuitive sometimes. How can sensing learners help themselves?

What Is Your Learning Style? What Is Your Learning Style? This quiz asks 24 questions and will take less than five minutes to complete. Try not to think too hard -- just go with your first thought when describing your daily activities and interests. By the end, you may have some new insights into your learning preferences. Editor's Note (2013): There is no scientific evidence, as of yet, that shows that people have specific, fixed learning styles or discrete intelligences, nor that students benefit when teachers target instruction to a specific learning style or intelligence. Overview of learning styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Using multiple learning styles and �multiple intelligences� for learning is a relatively new approach. By recognizing and understanding your own learning styles, you can use techniques better suited to you. The Seven Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding. Why Learning Styles? Your learning styles have more influence than you may realize. Research shows us that each learning style uses different parts of the brain. For example: Visual: The occipital lobes at the back of the brain manage the visual sense. Where to next?

Learning Styles - Learning skills from MindTools Understanding Your Learning Preference Understand different learning styles, with James Manktelow & Amy Carlson. Have you ever tried to learn something fairly simple, yet failed to grasp the key ideas? Or tried to teach people and found that some were overwhelmed or confused by something quite basic? If so, you may have experienced a clash of learning styles: your learning preferences and those of your instructor or audience may not have been aligned. When this occurs, not only is it frustrating for everyone, the communication process breaks down and learning fails. Once you know your own natural learning preference, you can work on expanding the way you learn, so that you can learn in other ways, not just in your preferred style. And, by understanding learning styles, you can learn to create an environment in which everyone can learn from you, not just those who use your preferred style. The Index of Learning Styles™ You can see these in figure 1, below. Figure 1: Index of Learning Styles

Developing a Maker Mindset | Creativity Lab – Making in School Fun fact: here at the Creativity Lab, Making isn’t just about making things. Making is also about learning to see the world with new eyes, and developing deeper knowledge and understanding of the world around us. One of the ways we incorporate this idea is through using Agency by Design’s thinking routines. Last week, the 11th grade pre-Calculus class used this thinking routine to explore a retractable pen. As they familiarized themselves with the parts of the pen, they began to create theories about what each part does (the purposes), and recorded how these parts might interact with one another and questions they may have had about them (the complexities). “Zooming in” on an area or part that is particularly tricky to define is a useful tool in creating greater understanding. Beyond giving them a basic explanation on what we were doing in the exercise, we provided very few prompts. So, how does this activity apply to making at Lighthouse? About Cissy Monroe Like this: Like Loading...

What’s the best child care money can buy? Lisa Larson-Walker This story is part of a series on 2-year-olds produced by the Hechinger Report and the Teacher Project, nonprofit news organizations focused on education coverage, in partnership with Slate magazine. One morning in May, an almost 2-year-old with dark-blond hair named Marin arrived at “school” around 8:30 a.m., a shiny unicorn-shaped backpack on her tiny shoulders. She wore the disgruntled expression of someone whose morning had gotten off to a bad start. In Marin’s case, that was because of an “accident” she had had on the way to school—an accident that now meant changing out of one of her favorite pairs of pants into leopard-print leggings she didn’t like nearly so well. Marin’s crankiness perturbed no one at her school, the early childhood program of the century-old Bank Street College of Education on Manhattan’s Upper West Side, called the Family Center. “I probably wouldn’t have enrolled her in any other school,” says Marin’s mother, Gabrielle Felman. 1. 2. 3. 4.

Journal of Educational Controversy - Article: Developing Dispositions for Ambitious Teaching Developing Dispositions for Ambitious Teaching David Carroll Western Washington University Critics of teacher education in recent years have argued that attempts to assess dispositions for teaching amount to a process of political indoctrination, claiming that teacher candidates are often expected to endorse ideas like “white privilege” and “social justice” as a kind of political litmus test for entering the teaching profession. In some circumstances, teacher education programs have avoided this kind of controversy by limiting their attention to dispositions such as honesty, integrity, and professional interactions. Charges and counter charges about the potential political implications of dispositions, and lack of clarity about other dimensions of dispositions, have obscured fundamental associations between personal beliefs and professional ethics, and between dispositions and ambitious conceptions of teaching. Role orientation is also the underpinning of professional practice.

Sleep learning is possible: Associations formed when asleep remained intact when awake Is sleep learning possible? A new Weizmann Institute study appearing August 26 in Nature Neuroscience has found that if certain odors are presented after tones during sleep, people will start sniffing when they hear the tones alone -- even when no odor is present -- both during sleep and, later, when awake. In other words, people can learn new information while they sleep, and this can unconsciously modify their waking behavior. Sleep-learning experiments are notoriously difficult to conduct. For one thing, one must be sure that the subjects are actually asleep and stay that way during the "lessons." The most rigorous trials of verbal sleep learning have failed to show any new knowledge taking root. Prof. In the experiments, the subjects slept in a special lab while their sleep state was continuously monitored. The next day, the now awake subjects again heard the tones alone -- with no accompanying odor.

L&D Blog » Learning Needs Analyses Despite the slightly macabre saying, “Only lemmings jump to conclusions,” it’s all too easy to decide the answer to an issue and then look for evidence to back up that view. This temptation occurs in all areas of life – and L&D is certainly no exception. L&D professionals and their clients (be they in-house or external) might be under time or budget constraints, and opt to develop some learning materials before carrying out a thorough Learning Needs Analysis (LNA). An LNA – or, in less enlightened days, a Training Needs Analysis (TNA) – compares a worker’s current level of knowledge, skills or attitude with the organization’s current, or anticipated, needs. According to the U.K.’s Chartered Institute for Personnel and Development, “such an analysis will enable decisions about what learning provisions are needed at individual, team or organizational level. These gaps should be interpreted and prioritised in connection with the wider organizational strategy.”

45 Design Thinking Resources For Educators 45 Design Thinking Resources For Educators Imagine a world where digital learning platforms help adult learners succeed through college completion; where a network of schools offers international-quality education, affordable tuition, and serves hundreds of thousands of children in economically disadvantaged countries; where we engage parents in understanding national trends and topics in education; where a comprehensive learning environment seamlessly connects the classroom with the opportunities of the digital world for young students; and where system-level solutions help more students gain access to college. Educators across the world have been using design thinking to create such a world. Design thinking consists of four key elements: Defining the Problem, Creating and Considering Multiple Options, Refining Selected Directions, and Executing the Best Plan of Action. An early example of design thinking would have been Edison’s invention of the light bulb.

What Is Differentiated Instruction? Click the "References" link above to hide these references. Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Sternberg, R. Tomlinson, C. (1995). Tomlinson, C. (1999). Vygotsky, L. (1986). Winebrenner, S. (1992).

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