people see the same event, they'll have several versions of what actually happened. ... As students, the way we approach learning and the effectiveness of our studying and taking tests is also greatly influenced by our natural tendency ...
Author: Cynthia Ulrich Tobias
Publisher: Tyndale House Publishers, Inc.
Draw out the best in your children—by understanding the way they learn. If you’re frustrated that your child isn’t learning the way you did, chances are they are too! In this practical resource, Cynthia Ulrich Tobias explains that understanding how you both learn can make all the difference. Using expertise in education and learning styles, Tobias offers practical guidance for teaching to your child’s strengths—both at home and in school—even when his or her learning style is very different from your own. Enlightening and informative, this book will help with these issues: The different ways children perceive and order information Four learning styles and how your style and your child’s may differ How to bring out your child’s greatest strengths Ways to help your child grasp and remember what’s being taught Tips for advocating for your child with teachers How your involvement can increase your child’s success at school Whether you’re a parent, grandparent, or teacher, this book offers concrete help for guiding the children in your care onto their very best path to learning—now and for a lifetime.
Only when they encounter such teaching methods will they sense the change — in themselves , in the way they think , and in the way they learn . And this transformation of Self [ sic ] will only occur when more teachers begin to use ...
Author: Sally Barr Ebest
Publisher: SIU Press
Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants draws on eighteen case studies to illustrate the critical role writing plays in overcoming graduate student resistance to instruction, facilitating change, and developing professional identity. Sally Barr Ebest argues that teaching assistants in English must be actively engaged in the theory and practice underlying composition pedagogy in order to better understand how to alter the way they teach and why such change is necessary. In illustrating the potential for change when the paradigm shift in composition is applied to graduate education, Ebest considers recent discussions of composition pedagogy; post-secondary teaching theories; cognitive, social cognitive, and educational psychology; and issues of gender, voice, and writing. Stemming from research conducted over a five-year period, this volume explores how a cross-section of teaching assistants responded to pedagogy as students and how their acceptance of pedagogy affected their performance as instructors. Investigating reasons behind manifestations of resistance and necessary elements for overcoming it, Ebest finds that engagement in composition strategies?reflective writing, journaling, drafting, and active learning?and restoration of feelings of self-efficacy are the primary factors that facilitate change. Concerned with gender as it relates to personal construct, Changing the Way We Teach traces the influence of familial expectations and the effects of literacy experiences on students and draws correlations between feminist and composition pedagogy. Ebest asserts that the phenomena contributing to the development of a strong, unified voice in women?self-knowledge, empathy, positive role models, and mentors?should be essential elements of a constructivist graduate curriculum. To understand composition pedagogy and to convince students of its values, Ebest holds that educators must embrace it themselves and trace the effects through active research. By providing graduate students with pedagogical sites for research and reflection, faculty enable them to express their anger or fear, study its sources, and quite often write their way to a new understanding.
of the successes realized when teaching students in all subject areas through their learning - style strengths . ... Dunn ( 1995 ) states that " When children do not learn the way we teach them , then we must teach them the way they ...
Author: Shirley Griggs
Publisher: Greenwood Publishing Group
The first book that shows professors of higher education how to use learning-style approaches in their college classrooms.
Ifa child can't learn the way we teach, maybe we should teach the way they learn. Ignacio Estrada Why Is SoTL Important Today? Much has been written about the Millennial student, Generation Y, and the Net generation.10,11 This ...
Author: Lynne M. Sylvia
Publisher: Jones & Bartlett Learning
Pharmacy Education: What Matters in Learning and Teaching is an essential resource for any pharmacy faculty member. More than a narration of the philosophical aspects of teaching and personal perspectives on life as a faculty member, it explores ‘what matters”, “why it matters”, and “how to apply” the matter to teaching, learning, and assessment in pharmacy education. It covers a variety of teaching settings (e.g., large classroom, small group teaching, clinical site) and guides the reader in developing a deeper understanding of what it means to be a teacher. Scenarios are included in each chapter, offering readers the opportunity to readily apply educational theory to their role as educators and to adapt the book’s content to their specific educational setting. The reader, whether a part-time faculty member, full-time faculty member, or adjunct professor/preceptor, is given the opportunity to personalize the material addressed in the text to his/her stage of development through engagement in reflective workbook exercises. Pharmacy Education: What Matters in Learning and Teaching is a valuable tool for mid-level senior-level faculty members as well as for new faculty. This text can also serve as a resource for adjunct faculty members and pharmacy residency directors and preceptors to aid in the development and refinement of clinical educational programs in pharmacy. This book will be a valuable tool for not only individual pharmacy educators but for schools of pharmacy and pharmacy residency programs in their provision of faculty development and preceptor development programs.
He moves his own hand and then sees what he has written [ then he reads it ] ' . ... Chasty , cited in Townend ( 1994 ) , reminded us that ' if they can't learn the way we teach , we must teach the way they learn ' .
Author: Philomena Ott
A reference book aimed at learning support co-ordinators, specialist and non-specialist teachers, and all others involved in helping students with dyslexia. The book includes: step-by-step explanation of the Special Needs Code of Practice legislation; help with teaching spelling and writing to dyslexic students; advice on study skills and preparation for GCSE examinations; information on the provision made by examination boards for dyslexic students; guidance on how technology can help the dyslexic learner; and help with identifying the early warning signs of dyslexia.
He also made another observation: 'If pupils don't learn the way we teach, perhaps we should teach the way they learn.' Classroom behaviour is not just linked to teaching and learning, as one US researcher discovered when he conducted a ...
Author: Angela Southall
Publisher: Radcliffe Publishing
The author deals with some of the controversial aspects of ADHD that help maintain its status as the most hotly debated subject in children's mental health. The book draws together the many issues that ADHD raises, clinically, socially, philosophically, ethically and politically. The result is a challenge that goes far beyond this diagnostic label, and reaches into just about every aspect of our lives.
Nuttar also remembers learning to carve in this way : “ I used to see my father carving , so I started copying my ... It's very important for the person who makes it to make it the way he likes it and Inuit , they make carvings as they ...
Author: Emily Elisabeth Auger
Inuit art, both ancient and contemporary, has inspired the interest of scholars, collectors and art lovers around the globe. This book examines Inuit art from prehistory to the present with special attention to methodology and aesthetics, exploring the ways in which it has been influenced by and has influenced non-Inuit artists and scholars. Part One gives the history of the main art-producing prehistoric traditions in the North American arctic, concentrating on the Dorset who once flourished in the Canadian region. It also demonstrates the influence of theories such as evolutionism, diffusionism, ethnographic comparison, and shamanism on the interpretation of prehistoric Inuit art. Part Two demonstrates the influence of such popular theories as nationalism, primitivism, modernism, and postmodernism on the aesthetics and representation of twentieth-century Canadian Inuit art. This discussion is supported by interviews conducted with Inuit artists. A final chapter shows the presence of Inuit art in the mainstream multi-cultural environment, with a discussion of its influence on Canadian artist Nicola Wojewoda. The work also presents various Inuit artists' reactions to Wojewoda's work.
ifI date the coolest guy who drives the coolest car, surely I will feel valuable. If I am the homecoming queen, ... I learned that Abba is what Jewish children call their dads when they learn to talk, much like I had said “Daddy.
Author: Bill Farrel
Publisher: Harvest House Publishers
Category: Man-woman relationships
Do you long to understand your mate, date, or your friends better? Once you have the keys to understanding the reasons men and women act the way they do, you will discover new potential in all you relationships. You will appreciate yourself more and criticize others less.
Mrs Y, Year 1 teacher, Ribenabo 1: They read and learn in English and as they continue school in the future when they are working, they are ... Interviewer: So, you don't believe that Pidgin can help them in any way to learn English?
Author: Genevoix Nana
Publisher: Cambridge Scholars Publishing
Category: Language Arts & Disciplines
This research is a pioneering study in comparative education in the context of Cameroon in particular, and Africa in general, which highlights present-day school and classroom instances of language socialisation as instantiating Anglophone and Francophone education traditions in their representation of the British and French educational legacies from the colonial era. Its findings point to practices specific to each study site and to Anglophone and Francophone subsystems of education as they translate local, national and global education perspectives and parallel Anglophone and Francophone cultures writ large. The narrative, analysis and findings of this study are, therefore, of relevance to educational communities in other countries, as issues of language socialisation, ideology, identity, bilingualism/multilingualism and comparative education are raised from a language- and culture-learning angle. The findings of this work also present emerging patterns of communal practices resulting from the coexistence of both subsystems of education, while the empirical data presented expose an inadequacy between official bilingualism discourse and its implementation in schools which may have a significant impact on future orientation of this policy in schools in Cameroon. This book will be useful to scholars interested in the fields of language socialisation and comparative education in general, and in Africa and Cameroon in particular. It will also be of interest to language policymakers in the context of Cameroon, as data from schools indicate that official bilingualism practice does not echo policy discourse and problematises the construct of a Cameroonian identity as constitutive of Anglophone, Francophone and local cultures. The data report, however, shows that the paradigm shift in teachers’ perceptions about the value of languages apparently influenced pupils’ attitudes towards the various languages to which they were being socialised, both at home and in school, and particularly shaped their understanding of the necessity of learning the second official language.
they focused on – their variation in perception – was systematically related to their previous experiences of studying in similar topics , the way they approached their learning and the quality of their learning outcomes .
Author: Michael Prosser
Publisher: McGraw-Hill Education (UK)
How can university teachers improve the quality of student learning? Prosser and Trigwell argue that the answer lies in determining how students perceive their unique learning situations. In doing so they draw upon the considerable body of educational research into student learning in higher education which has been developed and published over the past three decades; and they enable university teachers to research and improve their own teaching. This book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.
With older children it may be a good idea to ask them to complete a questionnaire about how they learn. This can include questions giving a choice of ways of learning, for example, listening to the teacher, discussion with a partner or ...
Author: Joan Dean
Shows teachers how to match learning opportunities with a student's learning style and experiences, taking into account individual differences in language, background, ability, culture, and interests.
Ruth Paradise published a short article in 1998 laying out all the ways learning in schools differs from learning in ... The more learning aligns with the way humans are and with the way they learn “in the wild,” the more successful, ...
Author: Susan D. Blum
Publisher: Cornell University Press
Frustrated by her students' performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students—people in general—master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a “reintegration of learning with life.”
Release on 2015-03-23 | by Omobolade Delano-Oriaran
through service-learning. Hoop points out that as much as our students might engage with service-learning experiences, they may not be engaging in ways that task them to develop their “sociological imagination” (p. 53).
Author: Omobolade Delano-Oriaran
Publisher: SAGE Publications
Service-Learning and Civic Engagement: A Sourcebook focuses on historical, philosophical, social foundations, practices and models of service-learning and civic engagement. The title offers practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work. Key Features Practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work 58 signed chapters are organized into thematic parts, such as Concepts & Theoretical Approaches, Historical & Social Foundations, The Role of Service-Learning in Higher Education, The Role of the Community, Lessons Learned & Future Directions, etc. Thematic parts provide a practical sampling of syllabi, lesson plans, activities and resources, and online websites and databases supporting service-learning. Glossary (key terms commonly used in discussions and research on service-learning and civic engagement) Bibliography of sources consulted in production of the volume This Sourcebook is a scholarly source ideal for any educational institution and academic library as well as public libraries and community organizations that might consult the work on historical, philosophical social foundations, practices and models of service-learning and civic engagement.
It's not like, "I'm here to teach you and you have to learn." I think they feel comfortable with us too. You can tell the way they express themselves. It's the way you teach them. You don't go over there and say, ...
Author: Elsa Auerbach
Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.
Their. Own. Learning? How do you learn? How has your learning changed? What new ways of learning can we take advantage of? In these times ofhigh-speed change, it's doubly importantfor educators to be reflective about the way they learn, ...
Author: Will Richardson
Publisher: Corwin Press
Category: Technology & Engineering
Education reform: We don’t need better, we need different Today’s students are immersed in the digital age, but can our educational system keep up? Best-selling author Will Richardson's comprehensive collection of posts from his acclaimed blog, weblogg-ed.com, spells out the educational reform we must achieve. The book’s entries present a multifaceted vision of the 21st-century classroom and describe how a social media-changed world has created new opportunities for: Project-based learning Student-created media that develops critical thinking Extending learning beyond the classroom and school hours Cooperative and collaborative learning Student empowerment and career readiness
actually learn, look at the way they leave school. If they leave thinking that “school things”—such as reading, writing, mathematics, or history—are boring, difficult and irrelevant to their lives and that they are “dummies” this is ...
Author: Teena Willoughby
Publisher: John Wiley & Sons
Children's Learning in a Digital World presents exciting and challenging new ideas from international scholars on the impact of computers, the Internet, and video games on children's learning. Features exciting new research which reassesses the threats posed by technology to the social, emotional, and physical development of children Examines the impact of technology in both formal and informal learning contexts, covering a range of technologies relevant to students and researchers, as well as professional educators Presents key information on the social and cultural issues that affect technology use, in addition to the impact on children’s learning Includes research from an international range of contributors
Helping Your Kids Gain the Learning Skills They Won'T Get Taught in School Sid Jacobson. to be a teacher, ... They are developing a firm identity as individuals. ... How this affects the way your kids learn is really an open question.
Author: Sid Jacobson
Since the 1970’s, educators, psychologists and politicians have continually stressed the need to help children actually learn how to learn. This groundbreaking book is the first of its kind to do just that. Aimed at parents who want to start their kids off on the right track, this book is actually a step-by-step course to help you teach your kids how to learn. It’s filled with explanations, exercises, tips, check lists and guidelines to help you at every step in the process. Your kids won’t learn these things in school, because schools aren’t equipped to provide it. Here is your chance to make up for what’s missing in the classroom. You won’t find anything like it anywhere else. THIS BOOK IS GREAT! Sid has written what may be the definitive guide for parents (... and anyone else who works with children). He literally covers it all: how to prepare yourself, the most important things you need to pay attention to when you are working with children to help them succeed... -Joseph Riggio, Ph.D., Cognitive Scientist, author of The State of Perfection The frustration with learning can be greatly alleviated if we apply the principles and processes offered in this book. If you are a parent, teacher or have ever been a young frustrated learner, you will love this book.... -Judith DeLozier, Co-author of NLP II: The Next Generation In a remarkably practical and engaging way, Sid Jacobson offers helpful and unique suggestions for how to help kids to fall in love with ‘learning to learn’. It is clear that Sid is sharing a passion that he has developed for many years. I highly recommend this book! -Stephen Gilligan, Ph.D., Psychologist, author of The Courage To Love
They continuously confront new situations for which the way they make meaning no longer seems to work. This forces them to develop more complex ways of understanding. This development cannot be rushed. Steps cannot be skipped.
Author: Valerie I. Sessa
Publisher: Psychology Press
There is already considerable literature on learning at the individual level and a growing body of literature on group and organizational learning. But to date, there has been little attempt to bring these literatures together and link learning at all three levels. Continuous Learning in Organizations targets learning at each of the three levels and demonstrates how processes at one level impacts learning at other levels. At the heart of the work is the idea that individuals, groups, and organizations are living systems with internal learning mechanisms that can be activated and supported or stymied and thwarted. Once activated, systems can learn adaptively by reacting to a change in the environment; they can learn by generating new knowledge and conditions; and/or they can transform by creating and applying frame-breaking ideas and bringing about radically new conditions. Individuals, groups, and organizations are nested within each other forming an increasingly complex hierarchy of intertwined systems. From this point of view, the book describes the interactions between the levels and how developmental processes at one level affect learning at other levels. The text appeals to both the scientist and professionals alike in the fields of human resource development, training, management and executive education, coaching, and organization change and development. It is also for executives who establish directions for learning and need to convince others that continuous learning is the key to on-going success of their enterprise.
In other words, if students cannot learn the way we teach them, then we must teach them the way they learn best. Current educational reform involves changing the classroom from a teacher-centered to a student-centered environment.
Author: Jeanna Sheve
Publisher: Teacher Created Materials
Enhanced by surveys, practical ideas, and suggestions for designing lessons, offers teachers help in determining the learning style of each student and the appropriate delivery methods to best teach their students and address as many of their intelligences as possible.
They opt to learn in a way which suits them and that will offer them , as far as they are concerned , the most effective means of learning , meeting their own personally defined needs as learners yet also ensuring that they will pass ...
Author: Maggi Savin-Baden
Publisher: McGraw-Hill Education (UK)
Problem-based learning is becoming increasingly popular in higher education because it is seen to take account of pedagogical and societal trends (such as flexibility, adaptability, problem-solving and critique) in ways which many traditional methods of learning do not. There is little known about what actually occurs inside problem-based curricula in terms of staff and student 'lived experience'. This book discloses ways in which learners and teachers manage complex and diverse learning in the context of their lives in a fragile and often incoherent world. These are the untold stories. The central argument of the book is that the potential and influence of problem-based learning is yet to be realized personally, pedagogically and professionally in the context of higher education. It explores both the theory and the practice of problem-based learning and considers the implications of implementing problem-based learning organizationally. "Problem-based learning is contested and murky ground in higher education. In her study, Maggi Savin-Baden clears the thickets, offering a bold ambitious framework and, in the process, gives us a compelling argument for placing problem-based learning in the centre of higher education as an educational project. It is a story not to be missed." - Professor Ronald Barnett "This is a challenging and very worthwhile read for anyone concerned with the future of higher education, and issues of teaching and learning. The metaphor of 'untold stories' is powerfully explored at the level of staff and student experience of problem-based learning." - Professor Susan Weil