61. Education World® : School Issues : Using Art To Reach And Teach Using Art to Reach and teach. long ago long before it was fashionable or mandated the benefits of teaching to student learning styles and strengths. http://www.education-world.com/a_issues/issues294.shtml

EdWorld Internet Topics Sponsored links: Mondera Coupons Earn 90% Profit! Garden Decor Amazon Coupon Codes Coupon Codes Home Decor ... Walden University Graduate degrees in Education Host Department Web Hosting Alberghi Finanza ... Copy DVD Register To Win a $100 GiftCard Visit Target.com Vacanze Accessori Computer Career Education ... Voice of Experience School Issues Article V O I C E O F E X P E R I E N C E Using Art to Reach and Teach Each week, an educator takes a stand or shares an Aha! moment in the classroom in the Education World Voice of Experience column. This week, educator Kathleen Modenbach reflects on how art projects can be a great bridge between some students and difficult content. She recalls how an art project constructed around Romeo and Juliet spurred one special education student to ask "Did Shakespeare write anything else?" Wow! Included: Modenbach shares sample art project ideas plus a message board where you can share your pet art projects! Although I appreciate art, I'm no good at it. In fact, I can draw only stick people. I confess this to my high school students whenever I assign an art project, which I do from time to time to motivate their understanding of literature. I've been assigning art projects for years. I realized long ago long before it was fashionable or mandated the benefits of teaching to student learning styles and strengths. Back then, as a novice special education teacher, I discovered that a large percentage of my learning disabled students were good artists and that their artistic talents weren't being nurtured or capitalized upon. It was then that I started using art projects to reinforce everything from Shakespearean drama to modern literature.

62. Front Range Tech Biz Here are some basic strategies to teach adults in a Webbased environment. Respect and account for individual learning styles — Each person learns http://www.frtechbiz.com/displayarticledetail.asp?art_id=60223

63. TEACH STAND 3 Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance http://students.ed.uiuc.edu/lharris2/MyEPort/TEACH STAND 3.html

STANDARD 3 Diversity: The teacher understands how students differ in their approaches to learning and creates opportunities that are adapted to diverse learners. Knowledge: Understands the areas of exceptionality in learning as defined in the Individuals with Disabilities Act and the Illinois Administrative Code. Understands the process of second language acquisition and strategies to support the learning of students whose first language is not English. Understands how student learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. Understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes. Understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students' experiences, cultures, and community resources into instruction. Performance Facilitates a learning community in which individual differences are respected.

64. Teaching Universal Design techniques that accommodate teachers with disabilities and/or unique styles, or that accommodate students with disabilities and/or unique learning styles. http://www.udeducation.org/teach/index.asp

h ome c ustomize ... Home > Teaching Universal Design Teaching Universal Design The pages listed below contain descriptions of teaching content that other educators have created and used. They are presented here as models to give other people ideas of how they may create their own quality educational experiences in universal design. Some of these materials are from programs that no longer exist; but they represent teaching approaches we hope will be useful to you. Program Overviews - These are graduate programs, undergraduate majors, and certificate programs. Course or Studio Outlines - These include both stand-alone courses devoted to the topic of universal design, and courses whose content integrates universal design issues and values into the overall course content. Course Projects, Units or Lectures - These are independent units that may be incorporated into a number of courses. They vary widely in length. A unit can be a single lecture, a week-long sketch problem, or a several-week project. Student Research or Thesis Projects - These are examples of outstanding student projects (submitted with the recommendation of the faculty member).

65. TL Forum 2000: Fowler Et Al - Learning Styles And CASE Tools In Software Enginee indicate a similar outcome, Table 3. Consequently, if staff teach according to their learning styles then a mismatch will exist with the average student. http://lsn.curtin.edu.au/tlf/tlf2000/fowler.html

Teaching and Learning Forum 2000 [ Proceedings Contents Learning styles and CASE tools in Software Engineering Lynne Fowler, Maurice Allen, Jocelyn Armarego and Judith Mackenzie School of Engineering Murdoch University Software Engineering is a new discipline aimed at the improvement of the production of large, quality software systems. Interest in the adoption of CASE tools has escalated because of the important role they play in supporting the software development process. However, these automated tools are sophisticated and complex. While studies show that CASE tools have a positive impact on quality and productivity, it is also shown that they have been slow to be adopted by industry. This phenomenon is partially explained by the effort in learning to use the tool. Ultimately, knowing the factors that favourably influence the rate of learning will lead to improved approaches to teaching software packages, particularly CASE tools and hence the uptake of these tools within industry. The correlation between learning styles and our methods of teaching CASE tools must be established to investigate where conflicts exist. This paper discusses an initial study examining the learning styles of engineering students, based on the work of both Kolb and Soloman. This will then be used as a foundation for comparison between student learning styles and use of our CASE tool

66. Teach/Learn Methods Certain teach/learn techniques are more appropriate in certain instances than others. This can vary depending on the learning styles of participants; Outcomes http://www.whitestag.org/resources/sb2a1.htm

[HOME] [CONTENTS] [PREVIOUS] [NEXT] ... [BOOK 1FOLLOW THE WHITE STAG] About Teach/Learn Methods Certain teach/learn techniques are more appropriate in certain instances than others. This can vary depending on the: Learning styles of participants Outcomes desired Learners' knowledge, skills, and abilities Time available Availability of specialists Number of participants Instructor's skill In White Stag, we place the emphases on what the learner is learning, not on what the teacher is teaching. Still, there are times when instructor-focused training is appropriate. The table in this appendix describes a variety of teach-learn methods. Table 18-1 Teach/Learn Methodology Matrix Method What it is How it Works When to Use Lecture Talking to a group from previously prepared notes. Trainer or specialist presents information on a given subject. When few if any members of the group are familiar with the subject and when a large amount of information must be presented. Discussion Minimum lectures, maximum group participation. Discussion of a problem common to all. Conclusion reached by learned responding to guided questions.

67. Teach From Any Beach Alaskan Professional Development; Lone Eagles Learn to teach from any Beach! . But, SDL online classes may not be equally effective for all learning styles. http://lone-eagles.com/articles/eagle.htm

Alaskan Professional Development; Lone Eagles Learn to "Teach from any Beach!" Galena, Alaska is a Native Alaskan village of 300 persons on the banks of the Yukon river, hundreds of miles from the nearest road system. Last year, the Galena City School district announced a K12 correspondence program " Interior Distance Education for Alaska, (IDEA http://www.galenaalaska.org ),"offering loaner computers and an annual subscription to Internet. 3000 students signed up from all over Alaska, representing 1,700 families, making the Galena school district suddenly the seventh largest school district in the state. 116 teachers were hired to assist these homeschooling students in a program of online mentorship and brokerage of the best Internet learning resources available. Last December, the Alaska Staff Development Network http://www.asdn.org ) hosted a leadership retreat titled " Online Learning; Implications for School Leaders " where many of the administrators who lost students to Galena attended. Discussions were held on the viability of creating a district’s own online courses, or brokering the best of what’s already available. With limited access to Internet at school, where students spend 19% of their time, the enthusiasm for a modern multimedia computer and home-based Internet access 100% of the time was understandable. There was no debate as to whether the benefit to students should come first.

68. Resources-- Faculty Development Institute-- The Scholarship Of Teaching http//ntlf.com/html/lib/faq/blntlf.htm. learning styles/ Teaching styles. learning styles site from Indiana State http//web.indstate.edu/ctl/styles/ls1.html. http://www.esac.org/fdi/resources/teach/teach.html

To Return to The Resources List Click the "x" at the upper right hand corner of the blue title bar to close the window, and return to the resources page. The Scholarship of Teaching Understanding Learners and Learning Instructional Goals The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals developed by Thomas Angelo and Patricia Cross. Offered online by The Center for Teaching at The University of Iowa. http://www.uiowa.edu/~centeach/tgi/ Learning Theory Bloom's Taxonomy and the Constructivist Classroom. Article by Virginia Lee. http://ntlf.com/html/lib/faq/bl-ntlf.htm Learning Styles/ Teaching Styles A narrative description of learning styles, with links, from Greg Kearsley: http://home.sprynet.com/~gkearsley/tip/styles.html Tony Grasha's 5 teaching styles: http://web.indstate.edu/ctl/styles/5styles.html Learning styles site from Indiana State: http://web.indstate.edu/ctl/styles/ls1.html Index of Learning Styles: Assess your preferences on four dimensions of a learning styles model by Felder and Silverman http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

69. Searle Center For Teaching Excellence Thinking teaching Case Briefing (How Law School Students teach Themselves to Think to Various learning Theories; learning to Learn; learning styles Site; Institute http://teach.northwestern.edu/links.html

NEW! click here for links to CONFERENCES on teaching and learning WEB SITES RELATED TO TEACHING AND LEARNING Listed below is a somewhat eclectic collection of web sites related to teaching and learning. To request additional links or removal of links, please contact the Center. How Humans Learn How People Learn: Brain, Mind, Experience, School, Bransford, Brown, and Cocking, National Science Foundation Critical Thinking Teaching Case Briefing (How Law School Students Teach Themselves to Think) Concept Maps as Hypermedia Components , Brian R. Gaines and Mildred L. G. Shaw Knowledge Science Institute, University of Calgary Distinguishing Scholarly Journals from Other Periodicals Technology and Teaching AcademicNet Computers in Teaching and Learning The Faculty Connection Instructional Technology Connections ... Interactive Multimedia Electronic Journal of Computer-Enhanced Learning College Education The Market-Model University : Humanities in the Age of Money, James Engell and Anthony Dangerfield. The Boyer Commission on Educating Undergraduates in the Research University. REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America's Research Universities

70. Teaching Through Learning Channels™ Discover how to teach to all learning styles. Learn strategies that address all sensory, perceptual, and organizational preferences. http://www.plsweb.com/graduate_courses/full_course_listing/online/ttlce/

Where am I? Home Graduate Courses Full Course Listing Online and E-Learning Courses ... Performance Learning Systems, Inc. View PLS by topic: Brain-Based Learning Classroom Management Coaching and Mentoring Critical Thinking Learning Styles Motivation Multiple Intelligences Reading and Literacy Responsibility Technology Go Print This Page Overview Description ... Biblio. Develop a repertoire of teaching strategies that speak to all students' learning styles as you: Understand the five needs all students have. Discover the benefits of multisensory teaching. Learn how to teach for concept mastery. "I liked being able to work on my own time to complete assignments. It allowed me to maintain my teaching schedule and immediately apply ideas from the course to my classroom situation." Target Audience : All K-12 educators Technological requirements : An active email account Browser capability for the best results Graduate Credit : 3 semester hours or 4.5 quarter hours Course Description: In this e-learning course, you become part of an e-learning community consisting of an instructor and class members from around the country and around the world. You receive and send weekly assignments to and from your instructor via email. You also participate in asynchronous online class discussions. Some of the course content is delivered via the Internet. Understand basic student needs.

71. E. L. Easton - The Language Classroom - Beginning Language teachers First Day of Language Class FL teach / Lee Risley Project Zero pzweb.harvard.edu Links surfaquarium.com learning styles Charles C http://eleaston.com/methods.html

@import url(ele.css); /*IE and NN6x styles*/ The Language Classroom Teaching Methods First Day of School Beginning Teachers ... Study Skills Teaching ... Grammar Reading Writing Spelling ... What methods help us learn the most? Ntl. Training Laboratories History of Education Nijmegen Univ., Netherlands History of Education Daniel Schugurensky History of Education Blackwell Museum History of Education Robert N. Barger Educational Psychology course, tests / John H. Hummel Educational Psychology Edmund Sass Educational Psychology William G. Huitt Pioneers of Education educ.southern.edu John Dewey Thoughts Concerning Education John Locke How People Learn M. Suzanne Donovan, John D. Bransford, James W. Pellegrino, eds. Teresa J. Kennedy Teaching Tips Honolulu Comm. College Second Language Acquisition Vivian Cook Study Skills It´s never too late to learn English Ted Power Quizzes Classroom Management Style education.indiana.edu

72. Affect And Cognition: We Are Not Spocks Goleman describes various programs designed to teach students how to resolve conflict, deal with The variety in learning or processing styles, after all http://www.physics.ohio-state.edu/~wilkins/writing/Resources/essays/affect_cogni

Affect and Cognition: We Are Not Spocks Laura Border Director, Graduate Teacher Program University of Colorado at Boulder The affective tenor of the classroom literally contributes to or detracts from student learning. Nell Noddings (1995) has underlined the need for caring teachers. Barbara McCombs and Jo Sue Whisler (1997) have studied student motivation for 20 years and have tied it directly to affect. Charles Handy described the personality of the perfect mentor as a person who is able to focus on the needs of another. Carl Rogers showed that personal growth is tied to the evident support of a caring person. Gazda, et al ., developed Human Relations Training in the 1980s to teach "helpers" (whom they define as faculty, not just counselors) how to interact effectively with students regardless of their emotional state in order to guide them in a positive learning direction. Benjamin Bloom developed a taxonomy of the affective domain, which attempts to describe how individuals' affective reactions are the basis for cognitive shifts and notes also that cognition or thoughts can trigger affective reactions. Howard Gardner has identified individuals who seem to have strong interpersonal skills and others who do not. Robert Diamond's new publication on designing courses and assessing curricula introduces the importance of the affective component of classroom interactions. Daniel Goleman (1996) dared to state that students' EQs (emotional quotient) are as important as their IQs. Even the United States Congress has used specialists in affective behavior and effective communication to improve governmental functioning.

73. Gardner's Multiple Intelligences At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. http://www.tecweb.org/styles/gardner.html

Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:

74. Using Learning Styles To Teach Better Using learning styles to teach Better. http://trc.virginia.edu/Workshops/1999/LearningStyles99.htm

Using Learning Styles to Teach Better Linda Grynkewich, University of Georgia Specialist in science education and instructional technology Tuesday, March 9, 1999 2:00-5:00 p.m. Peabody Hall Room 106 After examining the ways they learn new information, participants will consider how to teach and test students’ learning through different styles and will learn about learning style theory, research, and practice. In group discussions, they will address such questions as these: What does learning style research mean for my students? What are my responsibilities as a faculty member or TA? What evidence is there that students with different learning styles can learn my subject? Sponsored by USEMS Collegial Ties and the University Teaching Fellows Program.

75. Why Teach individual needs and learning styles. I feel that you have to understand and know everything you can about that child in order to effectively teach that student http://homepages.wmich.edu/~a3keller/Whyteach.htm

Why Teach? Home Resume Why teach Education ... Personal Since I was a little girl I have always had a desire to become a teacher. My extreme love for children is what I feel is the backbone for my decision to become a teacher. I enjoy being around children and helping them succeed in whatever they do. Philosophy texasteach.tamu.edu/ Anne.Keller@wmich.edu Last updated on: October 28, 2003

76. Teaching & Learning aware of the learning preferences of the students and present the material so that at least some of the time I teach to each of the learners preferred styles. http://faculty.ivytech7.cc.in.us/darney/teach.html

A philosophy of teaching and learning is something that is developed through years of experience, research, insight, experimentation, and observation. Teaching and learning are complementary concepts that cannot effectively be separated. The process, to be effective, needs to encompass both the teacher and the learner as in the yin and yang principle found in Taoism. Over the years, I've been intrigued with the learning process and have done considerable research into traditional and contemporary theories in personality characteristics and learning styles. Some of the areas that I've investigated to improve my understanding of learning (and therefore, teaching) include: Myers-Briggs MTBI Bernice McCarthy's 4-MAT Learning Styles Constructivism (as presented by Jacqueline and Martin Brooks) Piaget's Development Theory Neuroscience and Brain Learning Right/Left Brain Thinking The Institute for Research on Learning's Communities of Practice ... Vygotsky and Social Cognition Each of these theories address some aspect of the learning process. From these readings some important points seem be consistent throughout. Learning never occurs in a vacuum There has to be a connection between the learner and the material The material in question must be relevant to the learner Learning is generally facilitated by moving from the known to the unknown Real learning takes place when the learner has an emotional connection to the material under study Social conditions influence learning

77. Educational Web Adventures (Eduweb): Research: Practicing What We Teach: How Lea For example, Kolb s model of learning styles highlights the structure of that comes easiest to computerbased learning, and to teach divergent, practical http://www.eduweb.com/practice_teach.html

Practicing What We Teach: how learning theory can guide development of online educational activities David T. Schaller and Steven Allison-Bunnell, Educational Web Adventures (Eduweb) http://www.eduweb.com Abstract Keywords : Learning Theory, Constructivism, Multimedia Web Development, Online Learning, Evaluation and Research Read the paper: Online (HTML page) or as Acrobat PDF file (1.1 MB) Company Services Portfolio Adventures ... Contact

78. Adult Education In Associations The Yearn to Learn How learning styles Differ Across Generations. By Don MacLaurin, Ph.D. ‘Tell me and I forget; teach me and I remember; Involve me and I http://www.pcma.org/publications/AdultsLearn/differgens1.htm

How Adults Learn Select Article How Adults Learn Home Contents Introduction Letter form the Editor Contributors Thirty Things We Know for Sure About Adult Learning How Associations Can Reclaim Their Educational Niche Industry Associations Developing One Talking Head Too Many Consider These Innovative Program Formats What Does the Audience Need to Learn? Achieving Flexibility in Adult Learning Design Making the Learning Experience Memorable Learner Outcomes: The Best Communications Tool Useful Action Verbs/Verbs to Avoid Laws of Adult Learning Using Dialogue to Facilitate Adult Learning Dialogue vs. Discussion Common Meeting Room Sets Is the Learning Experience 'Environmentally Friendly'? Kill the Conference? Jane Vella's Radical Prescription for Learning Post-Meeting Evaluation: How Do You Measure Success? Fostering the Other 80 Percent of Learning Three Distinct Learning Styles Leveraging Technology to Enhance Adult Learning How You Can Make the Most of E-Learning Alternative Delivery Systems Accelerate E-Learning Leave the E-Learning to Them Respecting Learners in Their Unique Cultures How to Dialogue Across Cultures The Yearn to Learn: How Learning Styles Differ Across Generations Advances in E-Learning Learning Principles That Bridge Generations Emerging Issues in Adult Learning The Yearn to Learn:

79. Zhenhui - Matching Teaching Styles With Learning Styles In East Asian Contexts ( East Asia should consider culturally related style differences as they plan how to teach. Following is a list of activities for East Asian learners that could http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html

The Internet TESL Journal Matching Teaching Styles with Learning Styles in East Asian Contexts Rao Zhenhui rzhthm [at] public.nc.jx.cn Foreign Languages College, Jiangxi Normal University (Nanchang, China) Examples of Mismatches Between Teaching and Learning Styles Liu Hong, a third-year English major in Jiangxi Normal University, China, was in David's office again. After failing David's oral English course the previous year, Liu Hong had reenrolled, hoping to pass it this year. Unfortunately, things were not looking promising so far, and she was frustrated. When David asked why she was so unhappy in his class, she said: "I am an introverted, analytic and reflective student. I don't know how to cope with your extroverted, global and impulsive teaching style?" Jenny, an American teacher from California, sat in Dean's office again, feeling perplexed by the students' negative responses to her kinesthetic and global styles of teaching. Despite Jenny's persistent efforts to convince the students of the advantages of her teaching styles, she was told by her Vietnamese colleagues that her attempts were in opposition to the prevalent teaching styles in Vietnam. Jenny had specialized in applied linguistics for a long time and was well trained in the TESOL area in U.S.A. But all of a sudden, it seemed that all her teaching competence and experience had become useless in such a country where she had never been before. Analyzing the Examples The above statements are representative of serious mismatches between the learning styles of students and the teaching style of the instructor. In a class where such a mismatch occurs, the students tend to be bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects of the course and give up (Oxford et al, 1991). Instructors, confronted by low test grades, may become overtly critical of their students or begin to question their own competence as teachers, as exemplified by the Jenny's case above.

80. V7n5rev in new ways or the teacher must be willing to teach them how strategies become grounded in a conceptual base of knowledge about teaching and learning styles. http://campus.umr.edu/lead/teaching/docs/TeachingWithStyle.htm

Essays on Teaching Excellence Toward the Best in the Academy click here Teaching With Style: The Integration of Teaching and Learning Styles in the Classroom Anthony F. Grasha, Psychology, University of Cincinnati Traditionally the concept of teaching style has been viewed in a pejorative manner. "It has been confused with affectation, denigrated as a kind of posturing to mask a lack of substance, or tolerated as a natural manifestation of personal eccentricities" [Eble, 1980, p. 1]. Thus, to define our styles, as teachers, to understand it, to develop it, and to use it effectively entails moving beyond the limited and negative sense in which it is sometimes perceived. Style in teaching is more than a superficial collection of interesting mannerisms used to create an impression. It is best viewed as a pervasive quality that plays an important role in several aspects of our teaching. Our personal qualities guide and direct the selection of instructional processes. Thus, style becomes the mechanism responsible for how we convey the substance of our disciplines. Style also reflects what Reinsmith (1992; 1994) describes as the teacher's presence and the nature and quality of the encounter with students. As a result, the efficacy with which we display our styles as teachers has two effects on students.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 4     61-80 of 96    Back | 1  | 2  | 3  | 4  | 5  | Next 20