Looking at Learning ... Again

Forum: Looking at Learning... Again

Topic: Teaching and Learning

Topic Posted by: Melissa Cheung
Date Posted: Mon Feb 15 5:01:23 US/Eastern 1999
Topic Description: What are your beliefs about how people learn? How does your teaching style and school system work to accommodate how people learn?

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Posted by: luke dillon
Date posted: Mon Aug 7 20:34:25 2006
Subject: songs for social studies
I want to purchase songs to reinforce the facts I am teaching my social studies class of fifth graders. Has anyone visited the website "songsfor.com"? I would love your feedback before I purchase them? Thanks Luke

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Posted by: CHEKASA ([email protected] )
Date posted: Sun Jun 11 16:05:53 2006

musashiSun Nov 26 1:29:58 2006

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Posted by:Laine Gurley, PhD ([email protected] )
Organization:Rolling Meadows HS
Date posted: Mon Nov 21 10:27:13 2005
Subject: Teaching Students Concept Mapping

The CD version of my book is both Macintosh and PC Compatible. Chapters 1. Beginnings of Concept Mapping 2. How to Do and Teach Concept Mapping 3. How to Get Started- Introduction 4. The First Concept Map 5. Where do You Begin? 6. Concept Maps As A Presentation Medium 7. Some of the Most Common Made Errors 8. Examples of What to Do and What Not To Do In A Good C-Map 9. What’s Out There? 10. Using Maps to Plan Instruction 11. Using Gowin’s Vee to Link Lecture to Laboratory

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Posted by: Joni Kerr ([email protected] )
Organization:American School of Doha
Date posted: Tue Jul 9 8:30:43 2002
Subject: Visual learning
I am currently doing reseach in order to compile information for a workshop on visual learning in the secondary school.
It seems that once students reach 7th or 8th grade the teachers decrease their use of visuals as a learning tool. It seems these teachers tend to use the lecture style of teaching more often than having the students create visuals to convey their interpetation of the subject being taught. I teach 7th/8th grade social studies and I am always having the students create their own visual of how they "see" the subject being taught. I put up the students creations on the walls and leave them there to be used as learning tools. I feel the students enjoy seeing their work displayed on the walls and I feel they are more apt to read the information under the pictures if they, or their classmates created the work rather than having a store bought poster. I would like feedback on how you reach your visual learners in the classroom and maybe offer some ideas on more techniques.

Replies: (list all replies)
Visual learning
CharlesWed Jul 16 21:10:00 2003
Science 7 grade
Lindsay JoiceTue Jul 22 11:38:22 2003

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Posted by: Kim Loomis
Date posted: Thu Apr 26 17:07:44 2001
Subject: Adult Learners
As a member of the professional devepolment carde in our school district, it is most important to keep in mind the ways adults learn best. As I think about this issue, I tend to think that adults don't learn different than children. Both need experiences that are engaging, that empower them as a learner, while seeking their own knowledge. As it is so easy to "just tell" the students in the classroom, it's just as easy to "just tell" the adult learner - often times more easy, since we don't want to 'waste' an adult's time. In any form of learning experiences, the ultimate goal is to have ownership of the knowledge base. When you look up "ownership" within the thesaurus you will find 'take part in,'take pleasure in,' and 'possession of,' all of which are in contridiction of "just telling."

Replies: (list all replies)
Adult Learning
June MillsFri Apr 27 17:08:37 2001
adult learners
Prudence GanzFri Apr 27 17:13:18 2001
Adult Learning
Scott BergFri Apr 27 17:19:58 2001
Adult Learning
Rebecca S. JacksonSun Apr 29 2:43:45 2001
Leslie BroidyMon Apr 30 23:46:28 2001
Adult Learners
Jo KrollMon May 7 21:07:38 2001
adult learners
Sharon PearsonMon May 7 22:02:58 2001
Adult Learners
Leah PerrymanTue May 8 1:24:35 2001
lai lumTue May 8 18:04:22 2001
adult learners
Stacie NoordeloosTue Mar 19 18:54:31 2002

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Posted by: Anna Marie E. Forte' ([email protected] )
Date posted: Sat May 1 21:16:10 US/Eastern 1999
Subject: The importance of the test score
I enjoy workshops like "The Many Faces of Learning". My problem
comes when the Districts' not concern with how kids learn but with what they score on the standardized test. My job performance is based on my school's index, not on methods I use to teach or the intelligence of my students. They provide us with plenty professional development but in the end it is the score that counts. Does anyone have any suggestions how to deal with this situation?

Replies: (list all replies)
The importance of test scores
Becky JacksonSun Apr 29 2:47:31 2001
The importance of the test score
Jo KrollWed May 2 22:07:19 2001
Test Scores
Sharon PearsonMon May 7 22:08:18 2001
test scores
Scott BergTue May 8 12:39:35 2001
test scores
Prudence GanzTue May 8 17:18:19 2001
test scores...HELP!
Leslie BroidyWed May 9 22:59:06 2001
Jumping on..
Lai LumThu May 17 5:16:25 2001
Stacie NoordeloosTue Mar 19 18:49:11 2002

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Posted by: Anna Marie E. Forte' ([email protected] )
Organization:School District of Philadelphia
Date posted: Sat May 1 21:05:29 US/Eastern 1999
Subject: Multiple Intelligence
I am really impressed with Dr. Gardener's theory on Multiple
Intellegence. I teach 5th, 6th, 7th, and 8th graders. They are newly arrived from Albania, Bosnia, Palestine, and Puerto Rico. The ethnic makeup of the class is challenging enough during instuction. The study of Multiple Intellegence addresses the learning styles of all my kids. It gives each student the opportunity demonstrate their knowledge. I do project-based learning. The students might have the outcome but the process is their own. Dr. Gardener's theory has given me more ideas. Do you have any more?

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Posted by: P Jackson ([email protected] )
Date posted: Fri Mar 26 17:48:55 US/Eastern 1999
Subject: all subjects in a rural school; 5-8
I have the opportunity to "try" things at my school because I only have 6 students. I begin each school year with a learning styles inventory for each student and then attempt to teach to each child's strongest learning modality. (It's interesting to note that there are subtle changes in the way my kids think and learn each year as they mature.) Each child progresses at his own rate (one of mine is learning disabled). I am a facilitator and, because of my situation, am unable to do much large group instruction. I believe that kids learn best when the info is applicable and so have designed several units in which the kids have to demonstrate their learning. This year I've worked in conjunction with the Game and Fish to do a Bighorn Sheep Study. We've collected data all winter and will make a professional presentation to them in May. The kids have enjoyed these activities and I can see real learning taking place, but the amount of time invested is phenomenal. It's difficult to balance school and home. I find that when I don't have the energy to keep on top of it, I resort to the pre-done, canned stuff. That's not bad, but it doesn't meet my students needs as effectively.
Because our student population is constant, I've had the same kids for three years. That means that each year I'm doing new things with them. I suppose that means that I'm continuously learning along with the kids!

Canned material
Dan RogersTue Jan 25 21:22:10 US/Eastern 2000

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Posted by: Deborah Kelly ([email protected] )
Date posted: Fri Mar 19 15:01:08 US/Eastern 1999
Subject: Response to Karen's Video
The video of Karen made me curious about my own students’ thoughts on the subject. I posed the same question to my 4th grade students. Students responded in writing. Ten students thought they would be able to see the apple. Eight students believed it would be impossible to see the apple. Then I had students share their ideas in small groups. Following this discussion they were given an opportunity to revise their written responses. Not a single student changed his or her original statement. Finally a class discussion was held so everyone could consider all the arguments. Once again they were given the opportunity to revise and much to my surprise, not a single student changed his or her thinking from the evidence presented in the class discussion. Is this a case of: “I won’t believe it unless I see it with my own eyes!”

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Posted by:Michele McLeod ([email protected] )
Organization:Annenberg/CPB Math and Science Project
Date posted: Fri Mar 5 8:56:13 US/Eastern 1999
Subject: communicating with parents
In response to the Kirkwood teachers, it sounds like you are providing plenty of opportunities to meet with parents and explain what you're doing at your school. I would also suggest taking advantage of some of the other resources we have on the Annenberg/CPB Channel and the Web site. Resources that specifically speak to parents about their role in helping their children learn and what inquiry learning looks like (and why it works) in the classroom include:
Science Simply Amazing, a video and guide explain the science standards to parents and give tips for exploring everyday questions through science. You can find the enire 17-minute video in our Video preview room http://www.learner.org/channel/previews/ PRISM Parent Outreach Kit--includes vidoes, a workshop guide, and handout tip sheets for parents Math for All and Math for All--Plus--videos that show math activities for parents and pre-school through 6th grade children to do together. And find math and science activities for parents to do at home at http://www.learner.org/collections/mathsci/resources/activities/ There are lots of other materials, a brochure called "What Should I Look for in a Math Classroom?" is a nice handout for parent meetings. Please look at our Web site, or email me if you have any more specific questions. I'm please to hear that you're enlisting parents in improving your school. Good luck! Michele McLeod The Annenberg/CPB Math and Science Project

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