Uing a variety of teaching method can help integrating the learning of language from one ubject to another. One tudy of bilingual tudent in Papua New Guinea found that that up to 39% of mathematical error were language related and another tudy of bilingual Filipino-Englih tudent found that they were better at olving word problem preented in their native language, depite having fluency in both language in other ubject (Bernardo et al. 2005, p.1.). Helping tudent be creative with language in a ocial format can often help children gain greater confidence and flexibility in uing the new language.
Oral and written language abilitie and firt language knowledge i a trong predictor of a children' ucce with bilingual literacy, indicating there may be a generalized language learning ability 'trait' (Rinaldi & Perez 2010). However, by making ue of other type of learning method, and playing to a variety of different trength,…...

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speaking bilingual students in first grade. Learning Disabilities: A Contemporary

Journal 6(1), 71-86.  http://www.britannica.com/bps/additionalcontent/18/29438639/Preschool-Matters-Predicting-Reading-Difficulties-for-SpanishSpeaking-Bilingual-Students-in-First-Grade 

Tendero, Henry S. (2009, July 9). Different kinds of learning styles defined. Breakthrough Education. Retrieved March 28, 2010 at  http://www.mb.com.ph/articles/209984/different-kinds-learning-styles-defined

I have difficulty following directions to a place unless they are on a map or written down.
Educational habits and strategies

To make the best use of my learning style, there are certain strategies that I can follow. Firstly, color coding my textbook with different color pens will make it easy for me to remember information. Also, going through my textbook and lecture notes that contain key points of the topic will help me to learn them well. Writing out key phrases, using computer print-outs and "stick it" notes on prominent places can help me to remember concepts better.

Some of the steps that an instructor can take to make it easy for me and others with a similar learning style is to present information as visually as possible. Using black boards, overhead projectors and flash cards can make it easier for me to learn and understand concepts better. The power point…...

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References

Denig, Stephen. (2004). Multiple Intelligence and Learning Styles: Two Complementary Dimensions. Teachers College Record, 106(1), 96 -- 111.

No author. (2000). DVC Learning Style Survey. Retrieved from:  http://metamath.com/lsweb/dvclearn.htm .

Learning Styles and Neuroanatomy of the Left & ight Hemispheres of the Brain
This is a paper concerning learning styles and the right/left hemispheres. How do these affect the higher order visual processing?

NEUOANATOMY OF THE BAIN AND LEANING STYLES

The human brain is mind puzzling when you think of all the intimate parts and how they affect learning. The study of Neuroanatomy of the brain and learning styles helps individuals to try to understand their individual dominance in right/left hemisphere.

The Brain

The human brain consists of over one hundred billion nerve cells. This is "organized into a system of sense, process, store, information received from both the external environment and from internal factors" (Winkley 1999). The brain is a complicated muscle that makes the individual what he is. The brain is the key organ of learning. onald Savage, Ed.D. says, "All that we do, all that we are, emanates from our brain" (2002).

ight…...

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References

Christie, Scott B. "The Brain: Utilizing Multi-Sensory Approaches For Individual Learning Styles" Education. Winter 2000. Vol. 121. Issue 2. p. 327

McCluskey, James J & Parish, Thomas S. "A Comparative Study of Cognitive Skills in Learning Hypercard by Right-Brain Dominant, Left-Brain Dominant, and Mixed-Brain Dominant Students" Education. Summer 1993. Vol. 113. Issue 4. p. 553

Nagae, Seiji. "Handedness and Cerebral Hemispheric Differences in Memory for Pictorial Organization." Journal of General Psychology July 1994. Vol 121. Issue 3. p. 227

Savage, Ronald C. "An Educator's Guide to the Brain" The May Institute.

Leaning Styles and Academic Achievement: Ae Paent's Expectations Too High?
High school education pehaps is the tuning point of adolescence academic life. Within few yeas, students usually wok had and get involved in emotional conflicts and endeavos to pepae themselves fo highe study. High school students and thei paents often undestand that students have limited time to find out what they want to do late in thei life, how they figue out thei capabilities and constaints, to choose the best educational institution and caee path whee they will be able to expess thei talents without estaint and gain the best fo thei futue. As paents want to give the best fo thei childen, they will contibute lage amount of ideas on what thei childen should achieve. Consideate paents may also povide assistance and monito the study. It is assumed that paent involvement has geat effect on childen academic achievement.

The eseach is…...

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references: Prospective Longitudinal Study of UK Medical Students. British Medical Journal August 28, 1999.

Steinberg, L. (1998). Parent-Child Relationships. Gale Encyclopedia of Childhood & Adolescence.

For example, I never appreciated my History classes, especially in high school, when we learned almost exclusively from reading textbook lessons. However, I greatly enjoy watching the History Channel; in fact, I have been very surprised that I sometimes find myself watching episodes on topics that I found boring in school.
This project has helped me understand how important it is for me to have some kind of visual component to my learning environment. Luckily, the MAED program and its online learning environment necessarily involves a highly visual-oriented medium. In general, I realize that wherever I have the opportunity or the option of selecting from among different course or lesson formats, those that provide some kind of visual component are most conducive to learning for me. My second choice, in general, would be to learn in an environment that allowed me to listen and to absorb information that way rather…...

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Sources Consulted

Adesunloye, B.A.; Aladesanmi, O.; Henriques-Forsythe, M.; Ivonye, C. "The Preferred

Learning Style among Residents and Faculty Members of an Internal Medicine

Residency Program." Journal of the National Medical Association, February 8,

2008. Retrieved February 8, 2011, from the Highbeam online database at:

First, a large part of organizational learning is verbal. It consists of people sharing ideas and thoughts in different ways -- written, verbal, diagramming, etc. Similarly, the plans are written, so it is necessary to be able to write well, understand what is written, and then apply what is understood. Many times, plans are written together by several individuals in the group.
Second, individuals who are on organizational learning teams must be effective communicators. They need to get their own ideas across. They need to communicate clearly, succinctly, and consistently. In addition, they must be able to listen to information communicated by others in the group and then take the correct actions on what is learned. This takes advanced listening skills, interpersonal awareness and communication, attention to body language, facial expression and tone of voice.

The bottom line is that organizational learning cannot take place without collaboration, coordination and communication. These…...

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References

Karash, Richard. Mental Models & Systems Thinking: Going Deeper into Systemic Issues. The Systems Thinker. Cambridge, MA: Pegasus Communications, 1995.

Nevis, E.C., DiBella, A.J., and Gould, J.M. Eds. Understanding Organizations as Learning Systems. Sloan Management Review, Winter 1995: 73-85.

Prange, C. Organizational learning - desperately seeking theory? Organizational Learning and the Learning Organization. Eds. M. Easterby-Smith, L. Araujo and J. Burgoyne. London: Sage, 1999: 23-43.

Style Scores

Students level of skills
How students are relating to vocabulary usage

Time segments in minutes

Notes need help (more than 20% are unable to process)

Students are spending more time working independently. Fewer students need assistance from teacher.

A somewhat skilled (10-20% need some assistance from teacher) working independently (fewer than 10% need assistance from teacher

Learning Styles used

Time segments in minutes

Notes

Verbal/Linguistic

Visual/Spatial

ody/Kinesthetic

Interpersonal

Intrapersonal

Musical

Naturalistic

Student Engagement Indicators - Make notes of overall impression of the lesson:

Students Given Choices

Give 1 to Get 1 activity gave students choices when deciding on which vocabulary terms to write out first.

Learning Put in Context

Students were able to relate new vocabulary terms to chapter problems.

Students working independently

As can be seen from the observation checklists examined above, the students used many different learning styles as the times of the activities increased, thereby indicating that they preferred these learning styles once they understood what the material was and became comfortable with it. Other ways of learning…...

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Bibliography

Adair, a. (1984). Desegregation: The illusion of black progress. Lanham, MD: University Press of America.

Alexander, L., & Miller, J.W. (1989). The recruitment, incentive & retention programs for minority pre-service teachers. In a.M. Garibaldi (Ed.), Teacher recruitment and retention with a special focus on minority teachers (pp. 45-50). Washington, DC: National Education Association.

Brophy, J.E. And C.M. Evertson. (1976). Learning from Teaching: A Developmental Perspective. Boston: Allyn and Bacon.

Cannell, J. (1987). Nationally normed elementary achievement testing in America's public schools: How all fifty states are above the national average. Daniels, WV: Friends for Education.

Learning Styles Inventory (www. learning-styles-online.com) measures seven dimensions of a person's learning preferences: visual (spatial), aural (auditory -- musical), verbal (linguistic), physical (kinesthetic), logical (mathematical), social (interpersonal), and solitary (intrapersonal). The Learning Styles Inventory consists of 70 questions rated on a three-point Likert scale (0 = not like me at all, 1 = partially like me, 2 = always like me). This writer scored relatively high in the areas of logical, visual, verbal, and solitary preferences scoring the lowest on the musical scale. What this means is the subject tends to favor traditional ways of learning, prefers to learn alone (however, there was also a high score on the social scale), and does not prefer to use rhymes or musical -- type mnemonics or memory strategies as much.
The Learning Styles Inventory is an interesting approach to understanding how a person attempts to approach learning and academics and would be useful…...

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References

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Jones, P.H. (2010). Introducing neuroeducational research. New York: Taylor & Francis.

Kaufman, A.S. (2009). IQ testing 101. New York: Springer.

The Learning Styles Inventory. Retrieved on February 10, 2013 from http://www.learning-styles-

Conversely there are the instructors who see in-class sessions as essential for the teaching of the most abstract, complex concepts. Bridging these two polarizing perspectives on how to successfully teach the most challenging material in a course is the need for defining scaffolding performance objectives by student to measure the effectiveness of distance learning personalized instruction (Halttunen, 2003). The intermediating of these two extremes shows that for the most complex concepts in a statistics course were more effectively taught through scaffolding as distance learning tools allowed the students to continually review concepts they were not familiar with. Scaffolding allowed for students to actively learn, fulfilling their need for autonomy in the learning process, in addition to giving them mastery over the presentation of concepts online as well (Kartha, 2006). Combining autonomy, mastery and purpose (Wilhelm, Sherrod, Walters, 2008) significantly increased long-term retention of statistical concepts as a result (Kartha,…...

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References

Kevin Cashman. (1997). Seven strategies for mastery of leadership from the inside out. Strategy & Leadership, 25(5), 53-55.

Kai Halttunen. (2003). Scaffolding performance in IR instruction: exploring learning experiences and performance in two learning environments. Journal of Information Science, 29(5), 375-390.

CP Kartha. (2006). Learning Business Statistics: Online vs Traditional. The Business Review, Cambridge, 5(1), 27-32.

Najjar, M. (2008). On Scaffolding Adaptive Teaching Prompts within Virtual Labs. International Journal of Distance Education Technologies, 6(2), 35-54.

Teaching Methods
In this question, I am using a task of assembling a several different kinds of components of a shelf that I recently purchased from Ikea. Inside the package, I found a chart with instructions for assembling different components of the shelf. With little difficulty, I was able to assemble the components of the shelf, even though it took me about an hour and half.

By reading Howard Garder's multiple intelligence measure, I believe I am quite comfortable with logical-mathematical intelligence and spatial intelligence learning styles, since both of these styles were required in my assembly of the components of the shelf. Logical-mathematical enables individuals to use and appreciate abstract relations; and spatial intelligence makes it possible for people to perceive visual or spatial information, to transform this information, and to recreate visual images from memory.

Teaching the assembly of components of a shelf is difficult to comprehend through instructions and picture,…...

My Sequence score is 33, my Precise score is 35, my Technical score is 17, and my Confluent score is 25. Sequence, Precise, and Confluent are all “use first,” whereas Technical learning is “avoid.” A strong-willed learner, I avoid technical methods of learning, such as picking things apart to analyze them, and do not necessarily enjoy solving technical problems. For example, someone tried to show me how a gadget worked and I tuned them out. “I don’t care how it works, I just want to use it,” is what I said. However, I do appreciate the importance of sequential learning, scheduling, and methodology. When I am given a set of instructions that I understand, I am willing to follow them as long as I understand the purpose of the methods. I can also be systematic in my approach, which is also why I scored high on the Sequence learning.
The only other…...

My husband scored differently from me on the LCI, with almost opposite results from mine. Most notably, he uses technical learning first (score of 33), whereas I avoid it (score of 17). He uses precision only as needed (score of 22), whereas I use it first (score of 35). Although technically his sequence score is for using it as needed, he almost scored low enough on the sequential learning (score 18) to avoid it. I use sequence first (score of 33). The main similarity between my husband and me is with confluence; we scored the same (both with a score of 25), right on the cusp of using it first. Reflecting on our similarities and differences can shed light on our communications patterns. We both appreciate doing things our own way, even though we appreciate learning from other people. Finding common ground and harmony is important, which is probably why our…...

Parent Involvement Parent involvement is a critical component toward enhancing the learning and development of students, especially deaf and hard-of-hearing students. For deaf and hard-of-hearing students, involvement of their parents in the learning process is essential because of their unique learning needs and styles. Parent involvement refers to active, continuous involvement of a primary caregiver or parent in the education of their children. Parent involvement contributes to improved learning and growth of students through positive impacts on student’s attendance, behavior and achievement. Even though parent involvement is considered critical in student education, educators or instructors still face challenges on how to incorporate parents in their child’s learning. Educators/instructors face the need to identify suitable ways to incorporate parents in education of their children.
One of the ways to get parents engaged in their child’s education is through conducting regular workshops and seminars for parents (Centers for Disease Control and Prevention, 2012). Workshops…...

Choosing the most effective style that relates to one's individual personality is very useful in terms of increasing one's learning strengths. I have personally found that in reality most people combine a number of learning styles in developing their unique approach to learning. From my perspective I have found that a combination of both imaginative and analytical learning styles best suits my needs. The emphasis in my approach is however on the imaginative style as I am more comfortable with a learning style that explores various sources and views of reality in a discursive and open-ended way. At the same time the more considered and careful analytical approach is also useful in that it tends to 'ground' one in reality.

eferences

Durbin G. (2002) Interactive Learning in Museums of Art and Design.

etrieved February 23, 2009, at http://74.125.95.132/search?q=cache:2V3DNJpxFKkJ:www.vam.ac.uk/files/file_upload/5752_file.pdf+%22dynamic+learning+style%22&hl=en&ct=clnk&cd=10&gl=za&client=firefox-a

Exploring Psychology. Learning Styles. etrieved February 23, 2009, at http://www.dushkin.com/connectext/psy/ch06/learnsty.mhtml www.questiaschool.com/PM.qst?a=o&d=5000308203

Guild, P. (1994, January). Making Sense…...

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References

Durbin G. (2002) Interactive Learning in Museums of Art and Design.

Retrieved February 23, 2009, at http://74.125.95.132/search?q=cache:2V3DNJpxFKkJ:www.vam.ac.uk/files/file_upload/5752_file.pdf+%22dynamic+learning+style%22&hl=en&ct=clnk&cd=10&gl=za&client=firefox-a

Exploring Psychology. Learning Styles. Retrieved February 23, 2009, at   www.questiaschool.com/PM.qst?a=o&d=5000308203http://www.dushkin.com/connectext/psy/ch06/learnsty.mhtml 

Guild, P. (1994, January). Making Sense of Learing Styles. School Administrator, 51, 8. Retrieved February 26, 2009, from Questia database:   www.questiaschool.com/PM.qst?a=o&d=5002522655http://www.questia.com/PM.qst?a=o&d=5000308203 

Learning Styles and Learning Practices
In general, psychological theorists and educators acknowledge that learning occurs quite differently in different individuals. Some people learn best by observing, whereas others learn best by listening, and still others learn best by participating or experiencing something more tangible in connection with the subject matter (Akkoyunlu, & Soylu, 2008). There are numerous theories about how people learn, and one of the most commonly used is Kolb's Learning Style Inventory (LSI), that categorizes learning according to the following broad distinctions: Concrete Experience or considering things substantially the way they are presented; Abstract Conceptualization or considering things as ideas and theories that represent or incorporate what is represented; Active Experimentation or forming conclusions based on what is represented and conducting experiments to confirm those conclusions; and eflective Observation or determining…...

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References

Akkoyunlu, B., & Soylu, M.Y. (2008). A Study of Student's Perceptions in a Blended

Learning Environment Based on Different Learning Styles. Educational Technology & Society, 11 (1), 183-193.

Chickering, A.W. & Gamson, Z.F. (1991). Applying the Seven Principles for Good

Practice in Undergraduate Education. New Directions for Teaching and Learning, 47.

Bloom’s taxonomy is a way of using three hierarchical models to classify learning objectives.  Bloom’s taxonomy breaks learning down into three broad models based on learning styles: cognitive, affective, and sensory.  It then further divides each of these three larger categories into smaller areas. The cognitive domain is divided into knowledge, comprehension, application, analysis, synthesis, and evaluation.  The affective domain is divided into receiving, responding, valuing, organizing, and characterizing.  The sensory domain is divided into perception, set, guided response, mechanism, complex overt response, adaptation, and origination. It can be helpful to keep these various....

Teachers play a crucial and multi-faceted role in promoting literacy across all subjects, not just in language arts. This role extends beyond traditional reading and writing skills to encompass a wide range of literacy types, including digital, informational, and subject-specific literacies. Here’s an overview of the key roles teachers play in literacy for all students in all subjects:

Facilitators of Skill Development: Teachers are responsible for developing students' basic literacy skills, including reading, writing, speaking, and listening. This is essential across all subjects, as these skills are the foundation for understanding and engaging with content in any area.

Integrators of Subject-Specific Literacy:....

....

People are diverse learners in various ways. Here are a few examples:

1. Learning Styles: Individuals have different preferred learning styles, such as visual, auditory, or kinesthetic. Visual learners learn best through pictures, diagrams, and visual aids, while auditory learners grasp information better through listening and speaking. Kinesthetic learners, on the other hand, learn best through physical activities and hands-on experiences.

2. Sensory Preferences: People have different sensory preferences and sensitivities. Some may have a heightened sense of touch, taste, smell, sight, or hearing, which may affect their learning. For instance, individuals who are visually impaired may need alternative methods, like Braille....