Learning Styles - Английский язык - Презентации

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Дата загрузки	23 Сентябрь 2019
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Предмет	Английский язык

Learning Styles

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What are Learning Styles? Information enters your brain three main ways: sight, hearing and touch, which one you use the most is called your Learning Style  Visual Learners learn by sight  Auditory Learners learn by hearing  Tactile Learners (kinesthetic) learn by touch www.arxiv.uz0102 0C04 01 0607 08 09 01 1A 01 01 1B 01 01 0E 01 0D

Visual Learners  Prefer to see information such as pictures, diagrams, cartoons, demonstrations  Picture words and concepts they hear as images  Easily distracted in lecture with no visual aids  Overwhelmed with intense visuals accompanied by lecture  Benefit from using charts, maps, notes, and flash cards when studying www.arxiv.uz110A0F12 08 01 16 1B0A 01 16 0A 01 1D 04 01 1F 04 01 20 04

Auditory Learners  Prefer to hear information spoken  Can absorb a lecture with little effort  May not need careful notes to learn.  Often avoid eye contact in order to concentrate  May read aloud to themselves  Like background music when they study www.arxiv.uz1312 08 01 1605 01 23 01 25 01 1F 0F14060F03 01 25 01 10

Tactile or Kinesthetic Learners  Prefer touch as their primary mode for taking in information  In traditional lecture situations, they should write out important facts  Create study sheets connected to vivid examples  Role-playing can help them learn and remember important ideas  May benefit by using manipulatives Okay, I get it now. www.arxiv.uz16 18 0807 01 16 0A 01 2706 1C 01 23 03 01 29 05 01 25

Myers-Briggs Personality Inventory (MBTI)  Extraversion/Introversion  Sensing/Intuiting  Thinking/Feeling  Judging/Perceiving E/I S/N T/F J/P www.arxiv.uz210D 1B 1A 01 1D 01 2E 01 0E 01 30

Extraversion/ Introversion (Social Orientation) Extroverts  Like talking with others and taking action.  Prefer active learning and group projects.  Introverts  Prefer to have others do the talking.  Prefer lectures and structured tasks. www.arxiv.uz272804 1A0904 250C15 2A06 01 1C 01 01 10 04 01 16 01 01 01 1605 01 1605

Sensing/ Intuiting (Information Processing) Sensors  Are most at home with facts and examples.  Are drawn to realistic and practical applications.  Prefer memorizable facts, and concrete questions.  Intuiters  Prefer concepts and theories which can give greater play to imagination and inspiration.  Prefer interpretation and imagination. www.arxiv.uz0C 1A 25 1B 01 19 01 2B0503 01 2B0503 041919020A0F 01 16 3415 01 0102080E09 01 16 0B0503040D030501 01 16

Thinking/ Feeling (Decision Making)  Thinkers  Like to take an objective approach and emphasize logic and analysis in their decisions.  Prefer objective feedback, and thrive when there is pressure to succeed.  Feelers  Prefer emotion to logic.  Give greater weight to the impact of relationships in their decisions.  Prefer positive feedback and individual recognition. www.arxiv.uz1602 2D 252E07 2103 01 1F1009 01 100A 04 04 01 1605 0D0C05 0915 01 21 01 1605 01 350A 14 01 1605 0A

Judging/ Perceiving (Achieving Goals) Judgers  Prefer clearly defined strategies to achieve goals.  May jump to closure too quickly.  Prefer orderliness, structure, and deadlines.  Perceivers  Like to consider all sides to a problem and may be at some risk for not completing their work.  Prefer spontaneity and flexibility. My mind is made up! Don’t confuse me with facts. Let’s think this through www.arxiv.uz2F 1B07 25131702 2015 01 22 01 16 0D14 01 25 01 16 1B 01 23 01 100A 19 17 01 16

Surface Learning  Studying the minimum of what needs to be learned  Relying primarily on rote memorization, often exercised at the last minute [Cramming]  Motivation comes from grades  In a hurry to get it over with.  Risky – no real learning occurs  Much less likely to lead to college success www.arxiv.uz0C1206 0807 01 2E0D 06 01 29 1803 02 01 2514 01 27 01 29 0C 0106 01 2515 09

Deep Learning  Goal is to truly understand course material  Involves actively constructing learning experiences  Leads to better memory retention  Deep learners enjoy the process of learning for its own sake  Deep learners use more thinking skills Fascinating! I need to know more… www.arxiv.uz2E07 0807 01 35 1804 01 27 03 01 1003 01 3703 0203 01 3703

Discovering Your Own Learning Style  Take a Learning Styles test.  Think about your favorite classes in high school or college so far. What do they have in common? Did you like …  mastering facts?  discussion? or working on your own?  lecture? or pairing or grouping?  hands-on activities?  Do some self-analysis (called metacognition).  How do you think you learn? www.arxiv.uz2E 2A 01 0E 01 0E 0F 02 0D 01 18 01 1B 01 02 01 0C 01 37 01 3D

Using Knowledge of Your Learning Style Knowing your learning style, both your strengths and your weaknesses, can help you study more effectively. www.arxiv.uz310F 19 26 0D04

Build Strengths across the Learning Styles  Make the best use of your learning style.  Work harder in skills that don ’ t come easily to you.  Be flexible and adaptable, try new things and new ways.  Keep growing! Don ’ t be easily satisfied! www.arxiv.uz23120A0E14 03 08 01 25 01 3B140512010C 0E 0D 03 01 2003 04 01 3E 0E 0D0107

Different Teaching Styles Are they compatible with your learning style? Lecture – teacher talks all period Group discussion – teacher talks but encourages discussion Small groups – teacher aids (facilitates) group interaction Visual focus – teacher uses lots of visual aids Verbal focus – words, words & more words Logical sequence – teacher presents material in a step-by-step, reasonable format Random sequence – teacher jumps all over the place www.arxiv.uz2E 13 0D 10 01 0C 01 0D 35 01 0C 01 0D 03 2E 01 0C 01 0D 0B 3F 0C 010D 3F 01 0C 011C14 10 01 0C 010D 0A06 29 01 0C 010D 0D

Build Positive Relationships with Your Instructors Much of college is about interactions with your professors.  The success of those interactions will have a major impact on your overall college success.  Don ’ t let your learning style or personality preferences control your behavior.  Take responsibility for relating to your instructors in a way that will be most beneficial to you.  They will be more responsive if you appear to be confident and in control. www.arxiv.uz23 3207 1F0A0402 1A090F04 01 25 19 01 0E0C 1804 01 37 0E 0D 19 01 0E04 0A 01 0E0C 0F

Solving Problems with Instructors  Instructors are human (it ’ s true, honest.) You can talk to them.  If you are struggling in a course, talk to classmates and approach instructor.  Be courteous and forthright. We all make mistakes: instructors & students both.  Keep copies of your work.  Direct complaints to instructor first.  If unsuccessful, appeal in writing to instructor ’ s supervisor or the school ’ s “ Ombudsperson ” We can work this out… www.arxiv.uz0C15 1F 01 27 0E 09 0F 01 27 0F 01 2003 18 01 3E 01 37 01 27 0E 09 09 0E 09 0A 1F18 0B

Making the Most of the Student- Instructor Relationship Make it a point to attend class regularly, and on time.  If you have a question, ask it.  Save your “ cuts ” for emergencies.  Sit near the front.  See your instructor outside class when you need help.  Share one or more “ one minute papers ” and your ideas with your instructor . www.arxiv.uz21 0402 1A 32 02 2A07 05 02 01 02 19 01 160E 02 0A03 0B 02 19 02 19 1110 02 19 01 04 27 02 0A 09 29

Remember! No matter what your Learning Style is it ’ s very important to-  Be involved in class – participate!  Link classroom experience to the outside world  Relate class concepts to your own life.  Ask questions and offer criticism.  Stimulate further relevant discussion.  Don ’ t get distracted – stay “ on-task ”  Keep an open mind: there are many ideas beyond your own. www.arxiv.uz32 3415 08 0E 0F 0A2B 01 2C 03 0A 01 18 04 01 2D 01 1B 01 19 01 2E04 04 08 03 0A0C 01 04 02 01 26 09

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