...information, contact: Technology Based Solutions 504 Floral Vale Blvd. Yardley, PA 19067 888.783.2283 www.asktbs.com 1 Table of Contents Achievement Gains Through Learning Styles Matching ......................................... 3 A Summary of Learning Style Preferences at Various Grade Levels...................... 5 Classroom Discipline............................................................................................... 5 Cognitive Style ........................................................................................................ 6 Counselling ............................................................................................................. 7 Cultural Comparisons.............................................................................................. 8 Emotional Elements and Achievement.................................................................. 11 Formal/Informal Preferences and Achievement .................................................... 11 Gifted/Non-Gifted Students ................................................................................... 11 Intake, Sound and Achievement ........................................................................... 13 Learning Disabilities .............................................................................................. 13 Learning Styles/Teaching Styles........................................................................... 16 Maths Test Scores and Attitudes .....
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... * Play Money * Money Worksheet 1 Plan: Introduction/Motivation 1. Watch a lesson on money on “Brain Pop”. 2. Ask how many of them think they can count money really well, and how many think they could improve with some practice. 3. State objective: We're going to be working on money this week and today you will learn how to count money. A. Teach: 1. When it comes to counting money, bills are probably the easiest things to count. Why? (They have the amount written on them.) 2. How do we tell coins apart? (size, thickness, pictures) List coin names and values. 3. Refer to the video--list money that he started with and its value. Now, as a class, determine values of the money he began with. 4. How much money did he lose? B. Model: 1. Demonstrate how to count money. Always start with the bill or coin of greatest value and work down to the bill or coin with the least value. C. Guided Practice: 1. Give the class a bag of play money. 2. Tell them to count how much change they have and record their answer as #1 on their blank sheet of paper. 3. Continue with questions. (See Process Questions, next.) Choose volunteers to demonstrate and explain how they got their answers. Process Questions-- 1. How much is 1 dollar bills, 1 quarter, 3 dime, and 4 pennies? ($1.59) 2. How much is 2 five dollar bills, 4 dollar bill, 3 quarters, and 1 penny? ($14.76.) 3. How much is 1 ten dollar bill, 2 five dollar bills, 6...
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...one sound inside the classroom. This sound refers to the teacher’s voice - explaining the lesson, giving out instructions or assignments, or scolding a student or the entire class (Tenedero, 2009). Some learners prefer total silence or minimum sound because sound acts as a distraction to their effective learning (Senge, 2006). A study done by an American, named James Wallace (2008), mentioned that Filipino students prefer a quiet environment rather than having music or other sounds when studying. However, there are researches which showed that many students prefer to listen to a lecture or study on their own with some background music on because it makes them more receptive to learning (Tenedero, 2009). Light is the second element of the learning environment. Brighter lightings can reduce visual problems, fatigue, and posture problems and produce effective learning which helps improve students’ academic performance (Jensen, 2006). However, research also shows that there are many students who perform significantly better in low light environments because bright lights make them restless, fidgety, and hyperactive. Dimmed light environments calm down many learners and it makes them relax and think clearly (Prashnig, 2006). Temperature is another element that plays a key role in the learning environment. If a student is too cold or too hot, he will have a hard time concentrating on his learning tasks (Moore, 2007). There is research evidence that the brain functions well at lower...
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...Session R4F The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction Assist. Prof. Bilal Duman Muğla Univeristy Faculty of Education Department of Educational Science E-mail: bduman@mu.edu.tr 48000 Kötekli/Muğla/TURKEY Office: +90 0252 211.1816, Fax: +90 0252 .223. 84.91, Mobile: 0535.896.12.38 Abstract -The purpose of study is to compare social studies instruction based on the brain-based instruction (BBI) and traditional teacher-centered method, and to search the effects of BBI on elementary school sixth grade in social studies instruction students’ academic achievement and motivation In the study which is designed as an experimental research; traditional teaching, and brain-based instruction have been selected as independent variables, and academic achievement have been selected as dependent variables. The research design consists of pre-test, post-test, one experimental group and one control group The sample of the study consisted sixth grade students which were selected randomly from two separate classes of Türdü 100th year Primary School in Muğla. One of these classes has been randomly assigned as “experimental group” and the other one as “control group” of the study. Instruction in the control group was carried out in accordance with traditional teacher-centered method and in the experimental group instruction was done in accordance with brain-based learning and teaching principles. Data from dependent variables...
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...instruction had an effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables to be studied. The research findings supported the work of learning styles...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...Instruction and TRIBES Table of contents Inspiration for Inquiry 1 Inquiry 1 Hypothesis 2 Tribes® 2 Evidence from Literature 4 Critical Analysis 7 Conclusion 9 Application 10 Reflection 11 References 14 Integrating Differentiated Instruction and Tribes® Inspiration for Inquiry 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...
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...Learning with Technology Evidence that technology can, and does, support learning. A white paper prepared for Cable in the Classroom James M. Marshall, Ph.D. San Diego State University May 2002 Executive Summary “We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum...
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...12 Things Teachers Must Know about Learning By Bill Page In the midst of the worldwide psycho-neurological revolution, knowledge about the brain and learning is exploding. Teachers don’t need to wait until new brain-mind research reaches down to practical teaching, here are facts teachers can use—now. When information is presented to students, it goes into the working memory of their brain, but the information quickly fades away unless something is done to trigger its move into the brain’s long-term memory, where it can be stored and recalled later. Multiple neurons in various regions of the brain need to fire simultaneously, repetitively, and strongly for information to be readily retrieved and used. Memory is a vital part of school learning. For this reason, the shift to student-centered learning is crucial. Activities such as rhyming and rhythm, physical movement, multi-modality input, hands-on lessons, discussion, participatory experiences, constructivism, emotional experiences, personal meaning, and relevance, must become an integral part of every teacher’s daily lessons. Following are established facts, understandings, and practices which teachers can use immediately to teach so students will learn and remember. 1. Learning is personal. Learning is a private individual experience that must be internalized and integrated by each individual. When teachers present to the class, each student must adapt and apply the lesson to his/her own existing knowledge. This...
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...IV NARRATIVE REPORT 1. Weekly Narrative Report a. First Week: November 24-28, 2014 “New challenges were started, new experiences were encountered, and new learnings were met—all these things came in the first week of my practice teaching experience.” As I was assigned in Vicente B. Ylagan National High School (VBYNHS), I discovered that practice teaching was a very crucial part of a student-teacher’s life. In the very first day of our practice teaching, 24th day of November 2014, together with my colleagues, daily schedule and subjects were given to us and we were assigned to our cooperating teachers. Based on my schedule’s list, I have a one-hour class period in the morning, from 8:20 to 9:20 for English class and two-hour class from 1:00 to 2:00 and another 3:00 to 4:00 in the afternoon for both MAPEH class. It was a big relief to have my minor subject-MAPEH because there were no computations anyway, but having its four components was not as easy as pie. And, the cooperating teachers that were given to me were Sir Jaypee Jimenez for my English subject and Sir Eleno Bandayrel for my MAPEH. Besides, on that day, we also met the professional teachers on that institution, few new colleagues and students with unfamiliar faces, and my major and minor class-9-Onyx and 9-Jade. Aside from that, we had figured out their classrooms, canteen and offices as well. As the time went on, I took the road of difficulties in each day: travel going to school and going back home...
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...Hayes 1 Kimberly Hayes GLS 502-800 Ashley Hudson April 23, 2013 Video Games: An Innovative Approach to Education Ten years ago, I’d have scoffed if I heard video games and education used in the same sentence, and I know a lot of other parents who would still have a similar reaction. In more recent years, however, I’ve been forced to change my opinion, and the person who influenced the change the most is, of all people, my children’s pediatrician, Dr. Jim Poole, the founder of Growing Child Pediatrics in Wake Forest, N.C. Having two children with Attention Deficit Hyperactivity Disorder (ADHD) isn’t easy in the educational environment present in schools today, and through Dr. Poole’s work with my children, I have come to understand that the reason for the difficulty is that traditional curriculums that teachers have to work with aren’t flexible enough to allow them to tailor to children with learning differences. So what does this have to do with video games? A LOT. Video games have the potential to break down educational barriers that exist in the traditional classroom by providing alternative learning approaches that cater to kids with ADHD and other learning differences, and by building cognitive skills that can help all children succeed in the classroom. When I first discovered that my oldest child might have ADHD from his eighth grade teachers, they all told me that he needed medication before entering high school. I didn’t like the idea of medicating my child, so I began...
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...Contents Abstract I. INTRODUCTION 1.1 Statement of the Problem 1.2 Importance of the Study 1.3 Scope and Limitation of the Study 1.4 Definition of Terms II. REVIEW OF RELATED LITERATURE III. METHODOLOGY A. Research design B. Research locale, sample and sampling technique C. Instrument D. Statistical analysis IV. RESULTS AND DISCUSSION V. SUMMARY, CONCLUSION AND RECOMMENDATION Chapter I INTRODUCTION Study habits are the ways that you study - the habits that you have formed during your school years. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work. It means you are not distracted by anything. Basically it means that you are doing the best you can to get the grades you want. Study Habit of every student is one of the most important factors that affect his or her understanding regarding a certain subject. It means, if a student possesses poor study habits, she has a greater chance of getting failing grades, if compare to a students who has a good study habit. But “habit” as it was defined from the Introduction to Psychology, means “a learned, or fixed way of behaving to satisfy a given motive”. By this definition alone, we can say that the person involves is the one making or forming his own habit. Maybe, habits can be affected...
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