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For example visual learners are likely to perform better on pictorially-based tasks than on verbal-based tasks. There is no significant correlation between intelligence and learning style. However reach indicates that academic achievement was positively correlated with a strategic approach to addressing learning styles and negatively correlated to an apathetic approach. Learning style was also found to correlate significantly with other academic performance related factors such as self-efficacy and academic locus of control (Cassidy, 1999).
Conclusion
A style of thought is a preference for using abilities in certain ways. Sternberg and Zhang (2005) point out that learning styles have certain general characteristics. First of all styles are preferences, not abilities. There is a difference between how creative a student is (ability) and how much the student likes to be creative (style). Styles are not "good" or "bad," but rather matters of fit between learner and teacher or learner and material. What one teacher considers a good style, another may consider bad, and vice versa. Students do not have one fixed style and differ in strengths of stylistic preferences. Styles can vary across tasks and situations and students can and do, vary their styles, at least somewhat, to fit what they are doing. Furthermore, some students strongly prefer certain styles while others have only weak preferences. Students also differ in stylistic...
Thinking styles are socialized, they are learned through interactions with the environment. It is imperative to understand that individuals have a variety of learning styles in order to design curriculum and materials that meets the needs of all learners.
references. Instructional science, 27: 355-371. Retrieved April 10, 2012, from http://www.ncu.edu.tw/~ncume_ee/nsc88cre.ee/nscdsg/nscdsg96-sadler_smith-riding-cognitive_style_instructuctional_preference.pdf
Sternberg, J., & Zhang, L. (2005, Summer). Styles of thinking as a basis of differntiated instruction. Theory into practice, 44(3), 245-253. Lawrence Erlbaum Associates. Retrieved April 10, 2012, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=111&sid=4dc68d17-580a=4983=af18=762283ca50ef%40sessionmgr114
Yerxa, J. (2003). Learning styles: Medical education in general practice. Adelaide: university of Adelaide. Retrieved April 10, 2012, from http://www.curriculum.adelaide.edu.au/medical_education/topic.asp?topic=8
Feedback should also inform the planning of subsequent lessons and activities and come from a variety of perspectives including the student, classmates, and the teacher (Kirkwood, 2000). Problems with this method of instruction occur when expectations are unclear or feedback is ambiguous, sporadic, or overly negative. Classroom behavioral norms must be established and respected. Care must also be taken to protect and support students from undue ridicule and criticism in
The plan serves as evidence that the teacher implemented instruction. As we clearly saw in this study, systematic instructional planning was not the format used the teachers in the sample. As a matter a fact most of the teachers surveyed used alternative method of instruction planning. The results of this study makes light of two important factors based on the sample, some teachers are not documenting their learning plan
Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and
(Niglas, 2004) Stated to be research questions that should guide the empirical study design are those as follows: (1) How have quantitative and qualitative elements been related? What type of combined designs have been sued? What is the level of integration between qualitative and quantitative aspects of studies? (2) Why have the authors chosen to prefer multimethod or mixed design to monomethod approach? Do they offer a rationale for their choice? What
Free and Appropriate Public Education (FAPE) Violations as they Pertain to the Case of Sonya An educational institution's principal greatly influences the learning/teaching of every student within the school, for better or for worse. Studies have found that principals' approach to their post, and its eventual effect on enrolled pupils, is dependent upon their style of leadership. Some styles prove to have more benefits for pupils than others. An especially vulnerable
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is