...Learning Styles and Strategies Family-Centered Health Promotion Amy Bell Grand Canyon University 10/18/2015 Learning style is an individuals unique approach to learning based on strengths, weaknesses, and preferences. After completing the VARK questionnaire it showed that I had a strong Aural learning style. There are many different learning styles which include visual, aural, read/write, kinesthetic and multimodal. The aural learning preference is for people who like information that is spoken or heard and the use of questioning is an important part of learning strategy. These individuals learn best from “lectures, tutorials, tapes, group discussion, emails, using mobile phones and speaking and talking things through, either by talking out loud as well as talking to yourself.” (vark-learn.com) Key words for aural learning style would be listening, discussing, talking, questioning and recalling. In this learning style it’s important for the individual to be able to ask questions and talk about things out loud either to themselves or with someone else. This is how these individuals are able to retain information and learn the subject matter. My personal preferred learning strategies would be spoken explanations of concepts. Working in a group or with another individual to be able to discuss things with and ask questions. Also, practical application how does this connect to the “real world”? In other words, how will this be used in my day to day job? The preferred...
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...Deb Holts Office: 381B Email: deb.holts@flemingcollege.ca Dean: Jim Drennan Office: 648 Email: jdrennan@flemingc.on.ca Additional Comments: We urge you to retain this Course Outline for future reference. Course Outlines may assist with portfolio development, credit transfer, PLAR, advanced standing, and accreditation with professional associations. Course Description: Students learn to use appropriate presentation skills and effective meeting techniques in project management to achieve defined objectives. Using a variety of presentation techniques, students will be responsible for planning, preparing, and delivering a variety of presentations including a formal business presentation. Prerequisites: None. Corequisites: None. This course contributes to the following learning outcomes or essential knowledge and skills required by learners as defined by Ministry of Training, Colleges and Universities program standards, employers, industry and professional organizations. Core Competencies and Essential Employability Skills The student has reliably demonstrated the ability to: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience...
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...Unit 2: ROLES AND RESPONSIBILITIES AND RELATIONSHIPS IN LIFELONG LEARNING 1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice related to own role and responsibilities. It is important for all teaching staff and any educational establishment where teaching and training take place keep up to date with all relevant Legislations and Code of practice to ensure they are remaining current with their knowledge and skills, and with any relevant changes or updates that have taken place (Harris 1999). However these will differ depending on the subject, the context and environment within which teaching takes place. These legislations include: • Equality Act (2010) brings disability, sex, race and other grounds of discrimination within one piece of legislation. The Act provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or because they are wrongly perceived as disabled. The Act ensures all people are treated equally regardless of their race, sexual orientation, religion and belief, maternity and pregnancy, marriage or civil partnership. • The Data protection Act 1998 is to make provision for the regulation for the processing of information relating to individuals, including the obtaining, holding, use of disclosure of such information. The Human Right Act 1998 is meant to give people the right and freedom to live the way they choose to be. ...
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...discipline has two significant limitations. First, discipline highlights the individual (rather than the classroom), and secondly, it connotes negative behavior. Hence, Classroom management is more appropriate term that is being used to highlight all those positive behaviors and decisions a teacher make to facilitate the learning process of their student. It refers to all those activities necessary to create and maintain an orderly learning environment. Classroom management is more than disciplining misbehaviors since it encompasses teacher’s obligations to promote student learning which reflects the shift from historical paradigm of obedience. In line with that, it promotes responsibility to students for self-guidance in a way that they themselves monitor their own behavior during their period in class. A teacher functions as an “authoritative parent” that also addresses violence, irresponsibility and family instability which are all considered as societal issues. This can all be avoided through proper ways of teaching and ways in which students would participate attentively as if they are enjoying while learning Psychology has been applied to develop management systems since it presents ideas about motivating student behavior. It also identifies strategies for maintaining successful learning environment in which they think would help the teacher inspire students. Enough training and knowledge in handling student could at least be a helpful start for a teacher to manage a class. ...
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...Five Basic Elements in Cooperative Learning Abstract The term “cooperative learning” refers to an instruction method in which learners work together in small groups to achieve a common goal. There are more than five elements in cooperative learning but the most common and crucial ones are five which are individual accountability, positive interdependence, face-to-face promotive interaction, interpersonal and small group skills, and group processing. This report explains what these five elements are and how to implement these features in a cooperative learning group. 1.0 Introduction 21st century learning is often and always related to technological approaches while actually this type of learning is to fulfill the needs of being a 21st century learner. Hence in order to meet the needs of the 21st century learner and achieve the student outcomes, schools are asked to adopt a 21st century curriculum that blends thinking and innovation skills; information, media, and ICT literacy; and life and career skills in context of core academic subjects and at the same time required to employ methods of 21st century instruction that integrate innovative and research-proven teaching strategies, modern learning technologies, and real world resources and contexts. 1.1 Background Students’ learning goals may be structured to promote cooperative, competitive, or individualistic efforts. In every classroom, instructional activities are aimed at accomplishing goals and are conducted under...
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... Ventana Ranch Elementary School is completing its second full year of existence in the Albuquerque Public School system. An educational model known as Tribes TLC®: A New Way of Learning and Being Together was selected for the school by the principal (Gibbs, 2001). One of the conditions for employment at this school was to attend a twenty-four hour basic training course and then implement the process daily in the classroom. This process centers around four tenants known as agreements: Mutual Respect, Attentive Listening, Appreciations/No Put-downs, and The Right to Pass. These agreements are not only applicable to the classroom; they are also applicable school wide. The outcome of the process “is to develop a positive environment that promotes human growth and learning” (Gibbs, 2001, p. 21). The Albuquerque Public School District (APS), responding to President Bush’s No Child Left Behind Act (NCLB), is mandating that all teachers differentiate instruction in their classrooms in order to help all students learn and succeed in their school careers. . Even with this mandate there has been little formalized training provided for teachers to assist them with integrating differentiation into their daily practice. Therefore, the benefits and methods of differentiation are left up to the individual teacher to explore and implement. Teachers must conduct their own research and training into this mandated topic. Inquiry • What is...
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... |Email: Nancy.Palmer@unh.edu | 1. OFFICE HOURS You are welcome to meet me at my office anytime during the term by scheduling a prior appointment. Whenever you feel a need, please email me on any aspect of the course and I will try and respond to you as quickly as I can. 2. REQUIRED READING MATERIAL The custom e-book for the course is as follows: Title: Business, Government, Society Publisher: McGraw Hill ISBN: 9781308623580 Instructions to purchase the book: 1. Go to http://create.mheducation.com/shop/ 2. Search for and select book by Title/ISBN. 3. Add the book to your cart and pay using a credit card. I expect the students to thoroughly and critically read the assigned reading material before they come to class. Students should be prepared to discuss the material as part of class participation. In addition, there will be review of Powerpoint slides and conduct of in-class experiential exercises. Finally, we will be using the Whiteboard during class discussions. Given the impromptu and dynamic nature of this material, there will be no record of it after class. Keeping up-to-date class notes and thoroughly understanding the assigned material will be vital for the mid-term exam, which will be...
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...Course Syllabus Welcome to the course entitled Information Management in Business. During the class sessions, you will be acquiring knowledge that you help you both in your personal as well as in your professional endeavors. Due to the nature of this course, all students shall respect the opinions and comments made by their fellow students. Under no circumstance shall there be any animosity toward religious, political, cultural, or any other beliefs that might be expressed in the classroom. INSTRUCTOR BIOGRAPHY Academic Background Ph.D. in Information System with a specialization in Enduser Support Management. Cincinnati, Ohio. Master in Business Administration in Human Resource and Information Systems. Puerto Rico Professional Background 20 years teaching experience in both undergraduate and graduate levels (masters and doctorates) in various academic institutions in Puerto Rico. Director of Integrated Communication Center, PUCPR Director of Management, Communication, Global Business, Truism, and Computer Academic Department, PUCPR COURSE DESCRIPTION This course introduces the fundamentals of computer systems and the role of information processing in today's business environment. An overview is presented of information systems, systems development, operating systems and programming, database management, networking and telecommunications, and the Internet. In addition, a management perspective is given for each of the areas topics and Objectives...
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...PTLLS: Level 4 Theory Assignment Review what your role, responsibilities and boundaries as a teacher would be in terms of the teacher / training cycle: In my role as Learning and Development Officer it is my job to deliver the Learning Disability Qualification (LDQ) training programme, which they must complete and pass within the first three months after they are employed. The LDQ is divided into six parts with each part lasting a full day. After completion of the six days I must register the staff members with the external examining body and support them through the three months in which they are to complete their work books. As a trainer I have responsibilities to uphold but also boundaries to be aware of: To plan and design learning whilst providing equal opportunities: The external examining body provide a skeleton of how the LDQ should be delivered. It tells me the content of the six days and which subjects need to be covered. However the delivery methods and resources I use are my own choice. Before the start of an LDQ course I like to ensure that my LDQ will be delivered in a manner that places no individual at a disadvantage ‘If a learner is never successful in your lessons, he or she will soon give up’ (Petty, 2004). I go through my session slides ensuring that each slide is as clear, free of jargon and as minimal as possible. I always set up the slides as white backgrounds and dark blue font so that they are not distracting and easy to read...
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...of teaching strategies that instructors can use to improve student learning. The links below will show you some ways to make your classes more engaging. * Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. * Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups. * Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. * Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. * Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The...
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...Roberts, T. S., & McInnerney, J. M. (2007). Seven Problems of Online Group Learning (and Their Solutions). Educational Technology & Society, 10 (4), 257-268. Seven Problems of Online Group Learning (and Their Solutions) Tim S. Roberts and Joanne M. McInnerney Faculty of Business and Informatics, Central Queensland University, Australia // t.roberts@cqu.edu.au // cowlrick@optusnet.com.au ABSTRACT The benefits of online collaborative learning, sometimes referred to as CSCL (computer-supported collaborative learning) are compelling, but many instructors are loath to experiment with non-conventional methods of teaching and learning because of the perceived problems. This paper reviews the existing literature to present the seven most commonly reported such problems of online group learning, as identified by both researchers and practitioners, and offers practical solutions to each, in the hope that educators may be encouraged to “take the risk”. Keywords Online collaborative learning, CSCL, Group learning, Group work, Free riders Introduction The importance and relevance of social interaction to an effective learning process has been stressed by many theorists, from Vygotsky (1978), through advocates of situated learning such as Lave and Wenger (1991), and many other recent researchers and practitioners. Indeed, the academic, social, and psychological benefits of group learning in a face-to-face environment are well documented (see, for example, Johnson & Johnson, 1977...
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...Personal Responsibility: A Students Perspective Personal responsibility can be seen as many things. It can be seen as a moral, metal accountability, reliability or trustworthiness (“Merriam Webster,”). While making excuses, individuals who use an ethical lens of rights and responsibility utilize a number of traits when assuming personal responsibility for college success. In my personal responsibility essay I would like to identify a few of the traits a responsible person should possess for college success. Define what personal responsibility means to me. Explain the correlation of personal responsibility and college success. I also will outline a preliminary plan to practice personal responsibility with in my education. When a student uses rights and responsibility to accept responsibility in order to achieve college success, he or she must possess a number of traits. One such trait would be the ability to reason. Reason is the ability to use critical thinking as means for learning and complex problem solving. Students who possess this trait are also excellent at gathering and analyzing information in order to make an informed decision. Another trait that students who use the rights and responsibility lens display is self-knowledge. This individual knows what they are doing and why they are doing it. When this type of person commits to something they follow through. These are a few of the traits that I feel a student would to possess when accepting personal...
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...Describe what your role, responsibilities and boundaries would be as a teacher/trainer/tutor in terms of the teaching/training cycle. My role, responsibilities and boundaries: | - Use clear language at an appropriate level in terms my students will understand. - To be able to motivate students, continually research for new ideas relative to the subject. - To be enthusiastic and passionate as regards to the subject. - Approachable, available and open to discussion. - Manage the learning process from the start through to completion. - Assess students progress and give relevant feedback. - Keep a record of progress and assessments. - Not to become too familiar with students. - Make time available for student support. - Maintain student confidentiality. - Make sure that students welfare issues are addressed. - Students conduct i.a.w. acceptable classroom protocols and behaviour. | Guidance! How do/would you address the following aspects (A to H) when teaching adult learners? A. Assessing learning needs B. Planning and preparing teaching and learning programmes for groups and individuals. C. Developing and using a range of teaching and learning techniques. D. Managing the learning process. E. Providing the learner with support. F. Assessing the outcomes. G. Reflecting upon and evaluating one’s own performance and planning future practice. H. Meeting professional requirements A. Assessing learning needs | - The product required. The outcome of...
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...California Department of Education Reposted September 17, 2010 Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve California Department of Education Reposted September 17, 2010 Publishing Information When the Physical Education Model Content Standards for California Public Schools, Kindergarten Through Grade Twelve was adopted by the California State Board of Education on January 12, 2005, the members of the State Board were the following: Ruth Green, President; Glee Johnson, Vice President; Ruth Bloom, Don Fisher, Ricky Gill, Reed Hastings, Joe Nuñez, Bonnie Reiss, Suzanne Tacheny, and Johnathan Williams. This publication was edited by Sheila Bruton and Faye Ong, working in cooperation with Dianne Wilson-Graham, Consultant, Professional Development and Curriculum Support Division. It was prepared for printing by the staff of CDE Press: the cover and interior design were created and prepared by Paul Lee; typesetting was done by Jeannette Reyes. It was published by the Department, 1430 N Street, Sacramento, CA 95814-5901, and was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 2006 by the California Department of Education All rights reserved ISBN 978-0-8011-1605-6 Acknowledgments The following educators were appointed by Jack O’Connell, State Superintendent of Public Instruction, to assist in the development of the Physical Education Model Content...
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...Personal Responsibility for Educational Success GEN 200 January 26, 2014 Dawn Baker-Ingram Personal Responsibility for Educational Success Since we were kids, our family and society teach us how to be behave in a responsible manner. They teach us values in order to feel, think and act with respect for ourselves and others. The objective of this learning is to generate independent and productive individuals that are responsible for their actions and that they work every day to improve, contribute and succeed in all aspects of their lives (family, work, education and community). For me, personal responsibility is the accountability for all activities and decisions we made every day, accepting the consequences that come from those actions and how it impact those around you. Ruyter (2002) states that personal responsibility is to be responsible to themselves and to the necessities and safety of the society. In the present time, studies reveal that people tend to refuse take responsibility for their actions and blame others for their mistakes (Doherty, 1998). This is why is very important that families and schools encourage children, adolescents and young adults to practice personal responsibility in every aspect of their life (Mergler, 2007). Every member of the society has a responsibility with the community, with family, with school and for every action they perform. Each area involves a different set of accountabilities and duties...
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