81. SoA:: CPD:: Learning Styles ie a colleague who knows what they are doing and can show you/teach you/do or a mentor – observations from others can help you to assess your learning style. http://www.archives.org.uk/cpd/learningstyles.asp

home site-map search members CPD - Learning Styles: how do you learn? The learning process Learning is continuous and can be seen to move through this four-stage cycle developed by David Kolb. Peter Honey and Alan Mumford connected each stage in this learning cycle with a preferred learning style. Activists having an experience Reflectors learn from it Theorists draw an idea from it Pragmatists apply a new idea Understanding your own style of learning It is unlikely that you will fall solely into one style of learning. Most have at least two styles with a strong preference towards one. If you have an even spread over the four styles then your learning ability is very flexible and you are more likely to be able to learn in most situations. If, however you are strongly biased toward one particular style (most common) your learning opportunities can be limited and it would be worth considering developing new ways of learning. For example, if you are a strong activist, it would be worth making an effort to apply some theory to your actions beforehand. Likewise, if you are a strong reflector, it may be worth trying to carry out a task or participating in a meeting at an earlier stage. Each style has it own strengths and weaknesses. www.peterhoney.co.uk

82. If You Teach It, Will They Learn? on the Internet, but to the librarians trying to teach the futility of has to accommodate each instructor s individual teaching and learning styles, all while http://www.infotoday.com/cilmag/may98/story1.htm

If You Teach It, Will They Learn? Information Literacy and Reference Services in a College Library by Katherine Furlong and Franklin D. Roberts We decided to take a proactive approach to the concept of information literacy. He approached the reference desk with more confidence than most. He looked older than someone buying razor blades for the first time but younger than the dreaded "non-trads" (the people faculty groan about because they have read most of the books on the syllabus already, and may have even written one or two of them). "I am trying to find out who invented the wheel," he proclaimed. There was a long, reflective pause (probably to control the snicker), before the librarian tackled his request. "We can look for which cultures are credited with first using the wheel. ..." "Oh, no, my professor wants us to find the person's name. This is an anthropology class, and each of us has to find someone who invented a significant object. I chose the wheel." The temptation was to tell him it was some guy named Og, and let him leave. However, the librarian began to walk him over to

83. Those Who Can, Teach the center to teach a workshop in their departments on alternatives to lecturing, the teaching portfolio, exploring diversity or teaching and learning styles. http://www.uark.edu/misc/tfscinfo/history/article/

Wally Cordes Teaching and Faculty Support Center history former directors article instructional resources programs ... contact Those Who Can, Teach by O'Dette Havel published in ARKANSAS, The Magazine of the Arkansas Alumni Association Summer 1995, Vol. 44, No. 4 Veteran professors in the UA Teaching and Faculty Support Center boost the classroom confidence of new faculty and give long-time teachers a jumpstart to recharge their batteries. There was method in their (seeming) madness. The refreshments were zany, and early visitors to the Teaching and Faculty Support Center (TFSC) aren't likely to forget the menu, even if they tryTwinkies, Cheetos and root beer. "There were lots of left overs," one person recalled later. Folks were used to tidy bite-sized cookies and vegetables with low-fat dip at their faculty mixers. The off-beat refreshments were hardly an accident. "Paul and Wally and I wanted the Teaching Center to have an element of fun," said Ro Di Brezzo, one of three part-time co-directors who started the center. "We wanted to let people know that learning doesn't have to be awkward or difficult. I think we tried to carry that over." Each of the trio, selected to organize and run TFSC, is an accomplished and respected teacher first and foremost. They knew each other through University committee work, but had their own reservations about "telling people how to teach." They wondered how the center would be viewed by people on campusit was important, they felt, that the faculty know it was designed to be "by the faculty and for the faculty" and "not an administration deal."

84. Learning Cycles And Learning Styles Similarly individual teachers may teach in ways that reflect their own learning styles and implicitly assume that all their students learn that way. http://www.chelt.ac.uk/gdn/discuss/kolb1.htm

Journal of Geography , 99, pp.185-195] Learning cycles and learning styles: Kolb's experiential learning theory and its application in geography in higher education Mick Healey and Alan Jenkins Mick Healey is Professor of Geography in the Geography and Environmental Management Research Unit, Cheltenham and Gloucester College of Higher Education, Francis Close Hall, Swindon Road, Cheltenham GL50 4AZ, UK. Tel: +44 (0)1242 543364; email: mhealey@chelt.ac.uk Alan Jenkins is Professor of Higher Education at the Oxford Centre for Staff and Learning Development, Oxford Brookes University, Headington, Oxford, OX3 0BP, UK. Tel: +44 (0)1865 484611; email: alanjenkins@brookes.ac.uk ACKNOWLEDGEMENTS Many colleagues helped in the preparation of this article by pointing out useful references. We are particularly grateful to John Bradbeer and David Robotham for their comments on an earlier draft of the article and for David's permission to quote from an unpublished paper. ABSTRACT Kolb's experiential learning theory is one of the best known educational theories in higher education, yet it appears to be hardly used by geographers outside the UK. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. The article presents some case studies of ways in which the theory can be applied in geography at university and K-12 levels.

85. Featured Article effective when taught by methods that are not compatible with their preferred style. To assume that one must teach to a particular learning style misses the http://www.ntlf.com/html/pi/9511/article1.htm

Featured Article Nov. 1995 Vol.4 No.6 Subscribe to NTLF Table of Contents Editor's Note ... Format Learning Styles Can Become Learning Strategies W. J. McKeachie University of Michigan In the last 30 or 40 years, a number of educators have proposed that teaching would be more effective if faculty members took account of differences in students' learning styles. A number of different conceptions of learning styles have been proposed, each with some plausibility. Probably the most widely accepted and best validated is Marton and Säljö's (1976a,b) "deep processors" vs. "surface processors" based upon the levels of processing theory developed by Craik and Lockhart (1972). Deep processors think about the author's purpose and relate a reading assignment to prior knowledge; surface processors read with little thought. Another well validated style is "field dependent" vs. "field independent" (Witkin and Goodenough, 1981). In addition to these, there are also ten or twelve less well validated attempts to describe differing styles of learning. Probably the most over-generalized and misused has been "right-brain dominant" vs. "left-brain dominant." Regardless of their validity, any of these methods may have heuristic value for faculty development by drawing attention to the fact that learners differ and that we need to take account of these differences in teaching. Too many teachers think of students as a featureless mass; too many rarely vary their teaching methods, thinking that the method by which they were taught is best for everyone.

86. Learning Styles Let's learn about learning styles! The Most Common Information! There are 4 basic ways people receive information. You will want to choose materials based on how your student is best able to receive http://members.aol.com/PegFlint/homeschool_learningstyles.html

Let's learn about learning styles! The Most Common Information! There are 4 basic ways people receive information. You will want to choose materials based on how your student is best able to receive and process information. Visual - This type of student receives information best through their eyes and what they see and read. Many times this student will teach themselves to read. They often prefer color illustrations and materials that have charts and graphs inside them. Auditory - This type of student learns best by hearing things - either on tape or in a discussion. Kinesthetic - This type of student reminds us of the term “energy in motion”. They NEED to make physical contact with things that they are learning about. (Ellyn Davis from The Elijah Company says “Most children are this to about age 8”. ) Social - This student learns by interaction with other people. They need one on one attention. How can you tell which of these your child is? 1. Does your child go around singing all of the time? Humming? Perhaps they are an auditory learner and could use tapes to master new concepts. 2. Does your child need to talk to you about

87. Myth Vs. Fact: The Truth About Learning Disabilities And Special Education In addition, they often teach each student how to recognize his or her own learning style and help general education teachers expand their range of teaching http://www.familyeducation.com/article/0,1120,49-7191,00.html

Myth vs. Fact: The Truth About Learning Disabilities and Special Education Brought to FEN by The Council for Exceptional Children The major barriers to achievement by students with disabilities in our society continue to be attitudinal barriers, stereotypical thinking, and a lack of understanding of special education and its role in our schools. The truth is that many individuals with disabilities are capable of achieving a high degree of success academically and professionally. We need to banish our stereotypical images and view each student as an individual who brings his or her special abilities and talents to the classroom. Listed below are the kinds of assumptions that can be barriers to positive educational experiences for students with disabilities and the field of special education. Myth: Students with disabilities can't learn. Fact: When students with disabilitieseven those with severe disabilitiesreceive appropriate instruction, they grow academically. As we learn more about how to best teach students with disabilities, their achievement and successes increase, as evidenced by the increasing number of students with special needs graduating from high school and going on to pursue postsecondary education. In 1992, 229,368 students with disabilities exited the educational system. The majority graduated with a standard high school diploma or a certificate of completion. Furthermore, the percentage of incoming college freshman with disabilities has more than tripled since 1975, the year legislation was passed mandating appropriate public education for students with disabilities.

88. How To Teach Better - Experiential Learning Activities teach Better! 3. EXPERIENTIAL learning ACTIVITIES. How many times have you taught a great lesson establishing the criteria for completeness of content, style, http://www.butterflylearning.com/teachbetter/experientiallearningactivities.htm

Teach Better! 3. EXPERIENTIAL LEARNING ACTIVITIES How many times have you taught a great lesson establishing the criteria for completeness of content, style, grammar, sentence structure, format, sequencing, layout, etc.; even given sample texts to model; and then set the students to pen something immediately lest they forget the procedure? What happens? Nothing much gets put down on paper. The ideas aren't flowing because the brain isn't warmed up with rich visual images, good descriptive adjectives, or worse yet- even a topic. These activities actually open the mind and body to sensory awareness by activating the sight, sound, touch, smell, and taste inputs. We all know that people's preferred learning styles fall into several categories: visual, auditory, and tactile (touchy/feely). An effective teacher caters to all of these styles whenever content is delivered, so that all learners have a chance to absorb the message. Class time can be used to open up the creative and critical thinking areas of the mind in a supportive, interactive environment. continue to: 4.0 Dynamic Worksheet

89. Teach For America Any college graduate with a desire to teach (for a job?) are considered content in a way that more closely matches student needs, abilities and learning style. http://www.newfoundations.com/Clabaugh/CuttingEdge/TeachforAmerica.html

educational Horizons , Spring 1992 Teach for America RETURN edited 3/4/01 Teach for America has been touted in the press as a "revolutionary teacher preparation program." What is revolutionary about it? By opening still another easy path into teaching it actualizes the supposition that "...bright people who can light up a classroom with enthusiasm and intellect can become effective teachers largely through on-the-job training." Any college graduate with a desire to teach (for a job?) are considered well qualified for the job. There is no need for them to master a comprehensive understanding of research into teaching and learning. Aspirants don't need to study how to deliver content in a way that more closely matches student needs, abilities and learning style. There is no point in gaining a meaningful holistic understanding of the knowledge base that illuminates each child or adolescent as a very individual LEARNER. To qualify for a life-time in teaching, all one has to do is take Teach for America's crash course in classroom survival skills, then practice on captive school kids and, presuming you don't just keep repeating your mistakes, SHAZAM! you are a teacher. Unencumbered by training in pedagogy, Wendy Kopp dreamed up Teach for America for her senior thesis in Public Policy Studies at Princeton University. Subsequently, Ms Kopp persuaded H. Ross Perot and like-minded corporate dabblers in school "reform" to give her enough money to charge the monster with a jolt of financial lightning insert that last bolt through its neck and then coax her monster to life.

90. HowToLearn.com - How To Learn Anything FAST child does not naturally learn in the visual style, you can and specific steps on how to teach your child of the visual learner to the learning techniques they http://www.howtolearn.com/instantlearningstrategies.html

HowToLearn.com Home Affiliate Program Contact Us View Cart Make your child a Learning SuperStar with... Instant Learning Strategies Over 100 Pages of success strategies delivered at the click of a button! Save precious time and money with Instant Learning Strategies! Jump-start your child's success today! Each Newsletter has practical, proven strategies for your child's success on their very next test. Success Strategies in every subject! Learning Styles, Spelling, Math Facts, Reading, Vocabulary, Test Taking, Study Skills, Memory, Nutrition, and More... Volume 1, No. 1 - This Newsletter is Free ($7.95 Value) Instant Learning for Your Personal Learning Style - Blueprint To Your Child's Success Find out how your child learns best and use his or her learning style to accelerate learning, raise self-esteem, and enhance learning results. Discover whether your child prefers to learn by seeing, hearing, or feeling and you'll open up a whole new world of learning possibilities. Click Here to Download this Newsletter for FREE Volume 1, No. 2 Instant Learning for Terrific Test Taking Written tests cater to visual learners. Learn how to access the visual learning style strategies for the ultimate success in test-taking at home and in school. Show your child how his or her "Inner Blackboard" is the key to a perfect memory.

91. Teaching Styles and interactive media to help students learn specific material web site to demonstrate how each teaching style cluster would be used to teach someone how http://www.indstate.edu/ctl/styles/tstyle.html

@import "http://www.indstate.edu/webguide/styles/import.css"; return to Lesson menu Teaching Styles Teaching Styles and Instructional Uses of the World Wide Web To say that teachers approach their classrooms differently is no great insight. However, to recognize that this approach profoundly affects the design of a web-based course is crucial to developing effective instructional materials. A web site may replicate a text book or become a working site for problem-based instruction. A teacher who clearly understands the possibilities and limits of his or her teaching style can make more consistent judgments about how best to use this medium. Below, you will find some suggestions based on the work of Anthony Grasha, professor of psychology at the University of Cincinnati, whose book Teaching with Style (Pittsburgh, PA: Alliance Publishers, 1996) describes how an understanding of teaching styles and learning styles can help faculty enhance their teaching. This page contains several links for faculty that use Grasha's categories in planning their distance education courses that have been developed by the CTL. You can connect to: An overview of Teaching Styles A Teaching Style Inventory The Four Corners Page : a sample of web sites that differ by style A curriculum planning guidebook organized by styles An outline of styles and rhythms on the WWW

92. EconEdLink | CyberTeach There is a tension between these two ends of the continuum of learning styles; both are relevant to learning with the Internet. http://www.econedlink.org/cyberteach/index.cfm

June 10, 2004 Cyberteach: CyberTeach is a comprehensive guide to teaching economics using the Internet. Applicable to all grade levels and subject areas, this section contains EconEdLetter, information on basic web skills, model lessons, and templates for creating effective lesson plans on your own. EconEdLetter EconEdLetter is a bi-monthly newsletter that focuses on lessons that have been recently published on EconEdLink. The newsletter also provides resources that will help you create an excitement about economics with your students. Vol 5 Issue 2, June, 2004 Archive Effects of Internet on current teaching practice Adapted from Moore, Phil. "Teaching and Learning with the Internet," British Telecommunications plc 1995. pp 15-28. Use of the Internet raises a number of issues about the ways in which we learn. For example: A typical learner on the Internet is more likely to be one of a group rather than an individual glued to a screen, 'lost in Cyberspace'. The Internet is a collaborative and co-operative learning environment and using it requires similar skills from learners. Deciding what to look for and how to find and use it can demand a great deal of negotiation between individuals and groups.

93. Teaching & Learning Center The study of instructor learning style was based on the premise that instructors teach, partially based on their own individual learning style. http://www.tlc.eku.edu/tips_student_learning_styles.htm

Tips Student Learning Style Seven Styles of Learning I've reframed/reworded the seven here because I want to impart the sense of play that I think is a critical aspect of how we learn. S even styles, continued Culture, is the device we use to evolve and to give to the next generation whatever survival techniques we've learned. Culture, that is, the tool itself, is learned Learning Styles and Strategies Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done. Learning and Teaching Styles in Engineering Education I have come to believe that while induction and deduction are indeed different learning preferences and different teaching approaches, the "best" method of teaching - at least below the graduate school level - is induction. Reaching The Second Tier: REACHING THE SECOND TIER: Learning and Teaching Styles in College Science Education A student's learning style may be defined in part by the answers to five questions:Â Matters of Style Students have different learning stylescharacteristic strengths and preferences in the ways they take in and process information. Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models. Some respond strongly to visual forms of information, like pictures, diagrams, and schematics; others get more from verbal formswritten and spoken explanations. Some prefer to learn actively and interactively; others function more introspectively and individually.

94. Willis-Hodson - Discover Your Child's Learning Style - Online Self Portrait zonefaqheader.gif (3773 bytes) Online learning Style Assessments by Mariaemma Willis, MS Victoria Kindle Hodson, MA authors of Discover Your Child s http://www.homeschoolzone.com/lsa/

homeschooling books Curriculum Guides FREE recipes desserts crafts health ideas ... Search Online Learning Style Assessments authors of: "Discover Your Child's Learning Style" Join our education support groups Interview with Willis Hodson: Introduction Aspects of learning Learning Aspect: Disposition ADD & other "learning styles" ... Online Learning Assessment Special Needs Kids: ADD Asperger's Syndrome Autism Dyslexia ... Speech Disorders save five bucks on the Joe: Mariaemma: Thank you Joe for inviting me to share my program with your members here at the Homeschool Zone. This is a great program that lets you discover how your child learns best. As I said in our interview, your child's Learning Style is made up of five aspects - Talents, Interests, Modality, Environment, and Disposition . Learning Style information helps solve these problems by giving you tools to individualize your curriculum! You have the wonderful advantage of being able to choose appropriate materials for your child's unique Learning Style! Joe: Victoria, I know that you focus on removing "labels" from children. Increasingly, I see folks on our discussion group citing so many labels that professional have given their kids. I understand that you have a different perspective on this.

95. In Celebration Of The Life And Gifts Of Anthony Grasha Conference. teaching with Styleand Technology Too! Metaphors We teach and Learn By. Readers Theatre We All teach in a Yellow Submarine. http://www.units.muohio.edu/lillycon/grashamem.shtml

@import url(style-full.css); 24th Annual Lilly Conference on College Teaching Creating Community for Teaching and Learning November 18-21, 2004 Marcum Conference Center Miami University Oxford, Ohio Site Map Home Welcome Newsletter for 2004 Conference Registrants General Information Featured Presenters Contributed Papers Key Words Theme Tracks Conference Schedule Preconference Workshops Proposal Submission Idea Swap Registration Information Registration Form (coming soon) In review: Student Worker Registration Miami University Home Other Resources Journal on Excellence in College Teaching Firestone Scholarship Regional Lilly Conferences Lilly North Lilly East Lilly West Lilly Conference ListServ ... Directions In Celebration of the Life and Gifts of Anthony Grasha We dedicate the 23 rd Annual Lilly Conference on College Teaching to Tony, our friend and generous contributor to so many Lilly Conferences over the years. Looking below at the extensive list of sessions that Tony presented, we can appreciate his creativity, scholarship, breadth, and humor as we see the wide range of topics from metaphor to style to "Who Killed Ivory Tower?" Tony, your sense of humor, ingenuity, dedication, counsel, and inspiration will be sorely missed. For us, you will always be a scholar and friend who lived, taught, shared, and learned with Style. List of Sessions that Tony Presented at Lilly Conferences Over the Years Reader's Theatre Sessions were directed, written, and acted by Tony Grasha, Lisa Newman, and Wendy Larcher, with cameos by various Lilly Conference participants.

96. SAGE Publications - Exception Changing How We teach and Learn With Handheld Computers Authored by Carolyn Staudt, Concord Consortium, Concord, MA. http://www.sagepub.com/book.aspx?pid=10019

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 5     81-96 of 96    Back | 1  | 2  | 3  | 4  | 5