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| education planner learning style: Learning How to Learn Barbara Oakley, PhD, Terrence Sejnowski, PhD, Alistair McConville, 2018-08-07 A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course Learning How to Learn have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid rut think in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun. |
| education planner learning style: College Success Amy Baldwin, 2020-03 |
| education planner learning style: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| education planner learning style: Your Teaching Style Kay Mohanna, Ruth Chambers, David Wall, 2018-05-08 This extraordinary and practical book examines neuro linguistic programming (NLP) - the knowledge and skills to detect and affect thinking patterns - and applies it to each phase of the medical consultation. It outlines the NLP tools most useful to physicians who wish to understand and utilise the dynamic structure underlying the processes used by excellent communicators. It explains how improving communication skills and developing new models of consultation to incorporate into daily practice not only helps healthcare professionals become better communicators but reassures patients alleviating suffering and promoting healing. This book provides many case examples and includes skill based exercises to ensure easy and effective learning. There are unique fresh perspectives on challenging areas such as anger and aggression dealing with complaints breaking bad news the heartsink patient uncovering hidden depression and telephone consulting skills. It is relevant to all healthcare professionals and of special interest to general practitioners GP trainers counsellors and medical students. 'Building on the Calgary-Cambridge model Lewis Walker has outlined some of the NLP tools that are most useful to physicians who wish to engage their patients' physical and psychological ability to self-heal. It is truly a pleasure to introduce a book that offers pragmatic tools in the service of that highest calling namely the desire to alleviate suffering and promote healing.' Ian McDermott in his Foreword 'This is a book packed with practical advice and a welcome feature is the way the author relates his message to everyday problems and concerns that patients bring to the surgery. It contains powerful tools for change to be used ethically and with compassion.' John Duncan in his Foreword |
| education planner learning style: Verified Mike Caulfield, Sam Wineburg, 2023-11-17 An indispensable guide for telling fact from fiction on the internet—often in less than 30 seconds. The internet brings information to our fingertips almost instantly. The result is that we often jump to thinking too fast, without taking a few moments to verify the source before engaging with a claim or viral piece of media. Information literacy expert Mike Caulfield and educational researcher Sam Wineburg are here to enable us to take a moment for due diligence with this informative, approachable guide to the internet. With this illustrated tool kit, you will learn to identify red flags, get quick context, and make better use of common websites like Google and Wikipedia that can help and hinder in equal measure. This how-to guide will teach you how to use the web to verify the web, quickly and efficiently, including how to • Verify news stories and other events in as little as thirty seconds (seriously) • Determine if the article you’re citing is by a reputable scholar or a quack • Detect the slippery tactics scammers use to make their sites look credible • Decide in a minute if that shocking video is truly shocking • Deduce who’s behind a site—even when its ownership is cleverly disguised • Uncover if that feature story is actually a piece planted by a foreign government • Use Wikipedia wisely to gain a foothold on new topics and leads for digging deeper And so much more. Building on techniques like SIFT and lateral reading, Verified will help students and anyone else looking to get a handle on the internet’s endless flood of information through quick, practical, and accessible steps. |
| education planner learning style: Make Learning Personal Barbara Bray, Kathleen McClaskey, 2014-10-10 Put learning back into the hands of the learner! Through personalized learning, education as we know it is transformed as learners are empowered to take control of their own learning. This thorough and timely resource draws on Universal Design for Learning® principles to create a powerful shift in classroom dynamics by guiding learners to become self-directed, self-monitoring, and self-motivated. You’ll discover: A system that includes tools and strategies to reduce barriers and maximize learning for all learners A clear explanation distinguishing personalized learning from differentiation and individualized instruction Teachers’ personal stories of moving through the Stages of Personalized Learning Environments to transform teacher and learner roles and school culture Background information on developing a rationale on why to personalize learning Strategies to create the change that occurs with the culture shift that happens in classrooms and schools as you personalize learning. Recognized authorities in personalized learning, the authors have led educational innovation for almost three decades. As an educator for more than 30 years, I have seen a myriad of ideas to improve education. Personalized learning could truly be the game-changer! Barbara and Kathleen have certainly done their homework in clearly defining what it means to personalize learning. They identify stages that can help teachers gradually adapt their role, moving from a teacher-centered classroom to a learner-driven environment. This book will serve as a valuable handbook as educators make the decision to empower their learners! - Betty Wottreng, Director of Technology Services, Verona Area School District, Wisconsin |
| education planner learning style: Self-Determination Michael L. Wehmeyer, Sharon L. Field, 2007-01-05 There is not available a more comprehensive book in the area of self-determination. —Melinda Pierson, Department of Special Education California State University, Fullerton Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula. —Marianne Mooney, Senior Research Associate TransCen, Inc., Post-Secondary Learning and Careers Give students with disabilities powerful tools for success in school and in life! Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to: Encourage students to become their own advocates by practicing assertive behavior Use needs-assessment techniques to determine the level of instruction required for each student Teach effective choice making, problem solving, and goal setting Support both families and fellow educators in their efforts to teach self-determination skills Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future! |
| education planner learning style: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| education planner learning style: Ways of Learning Alan Pritchard, 2013-12-04 Whilst most teachers are skilled in providing opportunities for the progression of children’s learning, it is often without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are better equipped to provide effective experiences and situations which are more likely to lead to lasting attainment. Now fully updated, Ways of Learning seeks to provide an understanding of the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: An overview of learning Behaviourism and the beginning of theory Cognitive and constructivist learning Multiple intelligences Learning styles Difficulties with learning The influence of neuro-psychology Relating theory to practice The third edition of this book includes developments in areas covered in the first and second editions, as well as expanding on certain topics to bring about a wider perspective; most noticeably a newly updated and fully expanded chapter on the influence of neuro-educational research. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers, and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic. |
| education planner learning style: Educational Psychology Robert E. Slavin, 2013-07-26 From renowned educational psychologist, Robert Slavin, the Tenth Edition of this popular text translates theory into practices that teachers can use in their classrooms with deeper inquiry into the concept of intentionality and a thorough integration of standards. This new edition highlights the most current issues and emerging trends in the field of educational psychology, while continuing to have in-depth, practical coverage with a focus on the intentional teacher. An intentional teacher, according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become intentional teachers, the author offers a set of questions to guide them and models best practices through classroom examples. |
| education planner learning style: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| education planner learning style: Meet the New You Elisa Pulliam, 2015-12-15 Change is possible. As women, we are constantly evaluating ourselves. Am I enough? Why can’t I change this certain thing about myself? Should I be doing more? We long for real, deep, lasting change—but we don’t know how to begin. In Meet the New You, Elisa Pulliam empowers women to take charge of their own life transformation by engaging in a meaningful relationship with God and His Word. Each chapter gives practical and interactive ways to address some of the biggest obstacles that stand in the way of permanent change. Through stories, biblical application, personality assessments, thought-provoking questions, and life-coaching principles, Meet the New You helps women: · understand who they are · cultivate a vision for who they want to become · recognize what holds them back · determine the steps necessary to put new, practical habits into action It’s time to discover who you really are and how you can live life differently. It’s time to meet the new you! |
| education planner learning style: Make It Stick Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel, 2014-04-14 To most of us, learning something the hard way implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement. |
| education planner learning style: Fast Facts for the Nurse Preceptor, Second Edition Maggie Ciocco, MS, RN, BC, 2020-09-16 This quick-access guide for novice nurse preceptors walks through, step-by-step, how to successfully orient new nurses to the hospital environment. Preceptors are key to staff retention, job satisfaction, improved quality of care, patient safety and transition to practice. For the busy novice nurse preceptor who believes they do not have the time or preparation to be a nurse preceptor, Fast Facts for the Nurse Preceptor, Second Edition explains all the requisites for demonstrating, guiding, and mentoring new nurses through the process of delivering safe, evidence-based, patient-centered care. The second edition builds upon the foundation of the first to address more complicated challenges preceptors face. While reviewing the basics like shift organization, prioritization, communication, delegation, and conflict resolution, this orientation guide delineates the essential qualities of a competent preceptor and their primary responsibilities. It discusses the knowledge and skills a successful preceptor must impart to new nurses while acclimating to a variety of teaching and learning styles. Chapters discuss how to recognize the warning signs of a struggling preceptee, work through a preceptee’s “transition shock,” and help new nurses to develop critical thinking skills. Abundant case studies highlight common and challenging precepting situations. New to the Second Edition: Updated with FIVE completely new chapters: Selection, Education, and Retention of the Preceptor Preceptee Learning and Preceptor Teaching Styles The Challenging Student Precepting the Accelerated BSN and Advanced Practice Nurse (APRN) The Unsafe Preceptee and How to Avoid “Failure to Fail” Key Features: Helps preceptors to serve as excellent role models, mentors, and teachers for new nurses Offers quick-access, step-by-stop guidance with short paragraphs and bulleted information Uses case studies to highlight both common and challenging precepting scenarios Includes evidence-based content throughout Contains competency assessment and evaluation forms |
| education planner learning style: Planning the Quality of Education Institut international de planification de l'éducation, International Institute for Educational Planning, 1990 Hardbound. This book was prepared from the papers and discussions associated with an international workshop on Issues and Practices in Planning the Quality of Education organized by the International Institute for Educational Planning in November 1989. The first part considers the differing information requirements for different levels of decision making in education and a review of established educational information collection practices. The second explores the linkages between information and the quality of education. The third considers two areas where many countries have experienced difficulties in the collection and use of educational information: the dialogue between the producers and consumers of information, and the technical issues associated with the collection, preparation, and analysis of information. A conclusion summarizes the fundamental needs for training and research that emerged from the preceding chapters. |
| education planner learning style: Experiential Learning David A. Kolb, 2015 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| education planner learning style: Learning Styles Questionnaire Peter Honey, Alan Mumford, 2000 |
| education planner learning style: Client Education: Theory and Practice Miller, 2017-12-05 Client Education: Theory and Practice, Third Edition teaches nursing students the important skills of patient education and communication. |
| education planner learning style: How to Differentiate Instruction in Mixed-ability Classrooms Carol A. Tomlinson, 2001 Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom. |
| education planner learning style: Design, User Experience, and Usability: Interactive Experience Design Aaron Marcus, 2015-07-20 The three-volume set LNCS 9186, 9187, and 9188 constitutes the proceedings of the 4th International Conference on Design, User Experience, and Usability, DUXU 2015, held as part of the 17th International Conference on Human-Computer Interaction, HCII 2015, in Los Angeles, CA, USA, in August 2015, jointly with 13 other thematically similar conferences. The total of 1462 papers and 246 posters presented at the HCII 2015 conferences were carefully reviewed and selected from 4843 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of Human-Computer Interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 132 contributions included in the DUXU proceedings were carefully reviewed and selected for inclusion in this three-volume set. The 64 papers included in this volume are organized in topical sections on designing the social media experience, designing the learning experience, designing the playing experience, designing the urban experience, designing the driving experience, designing the healthcare patient's experience, and designing for the healthcare professional's experience. |
| education planner learning style: Teaching Made Easy Kay Mohanna, 2011 'Teaching Made Easy' is a practical, accessible and comprehensive guide to teaching in general practices and hospitals. |
| education planner learning style: Online Learning For Dummies Susan Manning, Kevin E. Johnson, 2020-11-17 Get great grades from a distance New to online academia and need someone to show you around? You're in the right place—and you're not alone! As more of everything goes online—fueled by tech trends as well as unexpected events like the COVID-19 crisis—it's no surprise that many of us are getting our educations there, too. Online Learning For Dummies is here to welcome you to the gigantic (and gigantically exciting!) virtual campus, and help you get settled in by providing an overview of the endless opportunities offered by distance learning, as well as offering practical advice to make sure you have the right equipment, mindset, and study techniques for success. In a step-by-step style, this friendly guide takes you from the process of determining what sort of online program is right for you, through applying and enrolling, to building the skills you'll need to succeed. You'll learn how to navigate the common features of the online learning classroom, explore the digital etiquette that will help you get the most out of your instructors and fellow students, and discover how to effectively and professionally present your work. You'll also find out how to develop good online study habits to help you avoid distraction, and how to set aside undisturbed time in between juggling the demands of work, family, and social life. Evaluate the latest courses and opportunities Make sure you have the correct hardware and software Develop your online study skills via best practices Avoid digital fatigue Regardless of age or experience, we can all do with a few pointers on how to get more from the vast array of educational opportunities offered online. This book has them all: Get reading, get online, and get the most from that education you've been dreaming about. |
| education planner learning style: How We Learn Benedict Carey, 2014-09-09 In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today—and how we can apply it to our own lives. From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We’re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, or nail that piano recital. But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort? In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey’s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives—and less of a chore. By road testing many of the counterintuitive techniques described in this book, Carey shows how we can flex the neural muscles that make deep learning possible. Along the way he reveals why teachers should give final exams on the first day of class, why it’s wise to interleave subjects and concepts when learning any new skill, and when it’s smarter to stay up late prepping for that presentation than to rise early for one last cram session. And if this requires some suspension of disbelief, that’s because the research defies what we’ve been told, throughout our lives, about how best to learn. The brain is not like a muscle, at least not in any straightforward sense. It is something else altogether, sensitive to mood, to timing, to circadian rhythms, as well as to location and environment. It doesn’t take orders well, to put it mildly. If the brain is a learning machine, then it is an eccentric one. In How We Learn, Benedict Carey shows us how to exploit its quirks to our advantage. |
| education planner learning style: Ultralearning Scott H. Young, 2019-08-06 Now a Wall Street Journal bestseller. Learn a new talent, stay relevant, reinvent yourself, and adapt to whatever the workplace throws your way. Ultralearning offers nine principles to master hard skills quickly. This is the essential guide to future-proof your career and maximize your competitive advantage through self-education. In these tumultuous times of economic and technological change, staying ahead depends on continual self-education—a lifelong mastery of fresh ideas, subjects, and skills. If you want to accomplish more and stand apart from everyone else, you need to become an ultralearner. The challenge of learning new skills is that you think you already know how best to learn, as you did as a student, so you rerun old routines and old ways of solving problems. To counter that, Ultralearning offers powerful strategies to break you out of those mental ruts and introduces new training methods to help you push through to higher levels of retention. Scott H. Young incorporates the latest research about the most effective learning methods and the stories of other ultralearners like himself—among them Benjamin Franklin, chess grandmaster Judit Polgár, and Nobel laureate physicist Richard Feynman, as well as a host of others, such as little-known modern polymath Nigel Richards, who won the French World Scrabble Championship—without knowing French. Young documents the methods he and others have used to acquire knowledge and shows that, far from being an obscure skill limited to aggressive autodidacts, ultralearning is a powerful tool anyone can use to improve their career, studies, and life. Ultralearning explores this fascinating subculture, shares a proven framework for a successful ultralearning project, and offers insights into how you can organize and exe - cute a plan to learn anything deeply and quickly, without teachers or budget-busting tuition costs. Whether the goal is to be fluent in a language (or ten languages), earn the equivalent of a college degree in a fraction of the time, or master multiple tools to build a product or business from the ground up, the principles in Ultralearning will guide you to success. |
| education planner learning style: Adult Learning Problems Laura Peltz Weisel, 1980 |
| education planner learning style: Firework Humans Jessica Mead, 2021-10-12 Firework Humans teaches readers how they can live an extraordinary life full of fireworks and steadily control their own orbit. Founder, CEO, Investor, and Homeschool Mom, Jessica Mead has spent two decades focused on how to spark entrepreneurial instincts in her employees and children. In Firework Humans, she offers a powerful and hopeful perspective on parenting, running a business, and amplifying one’s life. She introduces the Nine Entrepreneurial Instincts that she believes every human possesses and guides readers through the process of developing these instincts into behavioral traits. These nine instincts can be developed through applied education, enabling people to grow more curious, confident, courageous, and convicted with a Growth Mindset, to ultimately become—Firework Humans. |
| education planner learning style: How Students Learn National Research Council, Division of Behavioral and Social Sciences and Education, Committee on How People Learn, A Targeted Report for Teachers, 2005-01-23 How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
| education planner learning style: How People Learn II National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, 2018-09-27 There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults. |
| education planner learning style: Learning Strategies and Learning Styles Ronald R. Schmeck, 2013-11-11 A style is any pattern we see in a person's way of accomplishing a particular type of task. The task of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: This doesn't surprise me! That's just the way he is. Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities. |
| education planner learning style: 5 Wayne Whitaker, 2015-10-14 Evangelism is a word that strikes fear in the hearts of even the most faithful Christians. Though believers realize their responsibility to connect others to Christ, many feel intimidated by the task. A plethora of programs and processes have been developed to aid believers in evangelism; however, these can often feel impersonal, inauthentic, or awkward. In frustration, many believers have given up hope of ever feeling adequate to share their faith with others. What if evangelism was not meant to be a process? What if it was never intended to be boiled down to step-by-step programs or processes? What if introducing others to Jesus is actually as easy as sharing life with others and having a few intentional conversations? Through this book, readers will learn an approach to evangelism that leverages relationality while minimizing much of the anxiety that accompanies sharing ones faith. Rather than a new approach, this simple, straight-forward perspective is a return to the evangelism modeled by the first believers. There are no flowcharts, presentations, or acronyms. All that is required is a reliance on the Holy Spirit, Gods Word, and a desire to cultivate and build intentional relationships for the sake of the gospel. The ultimate goal is to see every believer equipped, encouraged, and empowered to do his part to fulfill the Great Commission of Christ. |
| education planner learning style: How to Personalize Learning Barbara Bray, Kathleen McClaskey, 2016-09-29 HOW to Personalize Learning This practical follow-up to Bray and McClaskey’s first book, Make Learning Personal: The What, Who, Wow, Where, and Whybrings theory to practice. Teachers will find the tools, skills, and strategies needed to personalize learning and develop self-directed, independent learners with agency. Discover how to get started and go deeper by building a shared vision that supports personalized learning using the Universal Design for Learning (UDL) framework. Also included are: Tools and templates such as the Learner Profile, Personal Learning Backpack, Personal Learning Plan, as well as tips for lesson design and PBL Lesson and project examples that show how teachers can change instructional practice by encouraging learner voice and choice QR codes and links to the authors’ website for electronic versions of tools, templates, activities, and checklists Create a powerful shift in education by building a culture of learning so every learner is valued. If you are looking for a step-by-step guide on what personalized learning is and how to implement it, while being inspired and gaining ideas to implement immediately, this is definitely the book to read! Diana Petschauer, Assistive Technology Professional, CEO AT for Education & Access4Employment, Wolfeboro Falls, NH Barbara and Kathleen present well-tested strategies for personalization within a coherent framework. This highly practical book forms a reliable foundation for empowering a community striving to make schools work for all learners. John H. Clarke, Professor Emeritus, University of Vermont |
| education planner learning style: What's the Buzz? for Primary Students Mark Le Messurier, Madhavi Nawana Parker, 2019-08-02 What’s the Buzz? is an internationally renowned series of programmes designed to help children and young people develop social and emotional awareness. Now available in a revised second edition, What’s the Buzz for Primary Students is a sixteen-lesson programme targeting everyday social challenges faced by primary aged children, such as peer pressure and bullying style behaviours; competition and handling disappointment; feelings and wellbeing and self-awareness. Each lesson is designed around the SAFE criteria (Sequenced; Active; Focused; Explicit) and includes: A new and beautifully illustrated ‘Archie’ story, in which the popular character faces a new and relatable social challenge A series of lively and exciting games and activity suggestions Role-plays and discussion points so that children can put their skills into practice in a supportive environment Having already proven to appeal to teachers and support staff, counsellors and psychologists worldwide, this resource is suitable for anybody looking to enrich the social lives of children. Resources and training modules to support this book can be found on the website www.whatsthebuzz.net.au. |
| education planner learning style: V'Khol Banayikh Sara Rubinow Simon, Linda Forrest, Ellen Fishman, 2010-03-15 A Jewish Special Needs Resource Guide. This handbook describes various disabilities and provides an array of options including program models, professional development, interventions and resources (material and organizations). |
| education planner learning style: Handbook on Developing Curriculum Materials for Teachers Gerald Bailey, Tara Baillargeon, Cara D. Barragree, Ann Elliott, Raymond Doswell, 2010-02-01 This book provides an essential resource for educators and museum professionals who wish to develop education focused eMuseums that feature motivational standards-based curriculum for diverse learners. The book is divided into three sections: Section 1. Planning, Developing, and Evaluating eMuseums guides the reader through the stages of planning, creating, and evaluating a user-centered eMuseum. This section provides an overview of the process of planning, creating, and evaluating an eMuseum, giving small and medium sized museums the framework and guidance needed to create an eMuseum. Section 2. Museum and Public School Partnerships: A Step-by-Step Guide for Creating Standards-Based Curriculum Materials in High School Social Studies is the second section. This section includes how to: a) form a partnership, b) create standards-based curriculum materials, and c) provides curriculum material evaluation strategies. Section 3. Developing Accessible Museum Curriculum: A Handbook for Museum Professionals and Educators. Educators in both museums and schools are faced with the task of delivering content to patrons with increasingly diverse interests, skills, and learning needs. This section outlines specific strategies that can be applied to curriculum to expand its application to broader audiences. This section includes: (a) content presentation, (b) content process, and (c) content product. Throughout the book, materials created from the Negro Leagues Baseball Museum (NLBM) and Kansas State University (KSU) partnership are included as product examples. |
| education planner learning style: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education Khan, Amar Ali, Umair, Sajid, 2017-07-12 The use of technology can significantly enhance educational environments for students. It is imperative to study new software, hardware, and gadgets for the improvement of teaching and learning practices. The Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education is a pivotal reference source featuring the latest scholarly research on the opportunities and challenges of using handheld technology devices in primary and secondary education. Including coverage on a wide variety of topics and perspectives such as blended learning, game-based curriculum, and software applications, this publication is ideally designed for educators, researchers, students, and technology experts seeking current research on new trends in the use of technology in education. |
| education planner learning style: Resources in Education , 2001 |
| education planner learning style: K and W Guide to Colleges for Students with Learning Disabilities Or Attention Deficit Disorder Marybeth Kravets, Imy F. Wax, 2003-09-02 Hundreds of thousands of students with learning disabilities head to college every year. The challenges seem endless. Aside from coping with difficulties in learning, students and their families face the daunting process of seeking out the right school for their specific needs. This indispensable resource includes: -Advice from specialists in the field of learning disabilities -Learning-disabled programs' admission requirements and graduation policies -Services available to learining disabled students at each college: tutors, note-takers, oral exams, extended test time, and more -Policies and procedures regarding course waivers or substitutions -Names, phone numbers, and email addresses of program administrators at each school -Strategies for finding the right program for each student's needs In addition to the 338 schools profiled, a Quick Contact Reference List provides essential program information for another 1,000 schools. |
| education planner learning style: The Survival Guide for Kids in Special Education (And Their Parents) Wendy L. Moss, Denise M. Campbell, 2017-07-26 Tools, strategies, and advice help kids in special ed build on their strengths and be their best in and out of school. When kids learn they might receive special education, they often have questions and worries. This book gives kids lots of tools and strategies they can use to deal with their concerns, whether they are in the process of being evaluated for special ed or already receiving special ed services. Readers will learn to cope with their challenges, understand reasons for testing, and see the benefits of accepting special education supports. The book includes special features such as: Stories about kids’ experiences with special education drawn from the authors’ conversations with hundreds of students Approachable and relatable explanations of individual education plans (IEPs) and 504 plans for both parents and kids Reproducible forms to help kids think about their strengths, challenges, goals, worries, and more A section just for parents addressing common questions |
| education planner learning style: Parenting and Teaching the Gifted Rosemary S. Callard-Szulgit, 2010-10-16 Parents of gifted students have often experienced the frustration of trying to get an appropriate education for their children in public and private schools. Teachers have equally experienced the frustration of trying to educate these students due to classroom demands. Over the past two decades, Callard-Szulgit has accumulated well over 1,000 questions asked by parents in her gifted parenting classes, her graduate students of gifted education, education colleagues, and gifted students themselves. This user-friendly book offers common sense and educationally informative answers to the questions and dilemmas that parents and teachers seek. This book will be of interest to all who seek a fair and equitable education for the gifted. |
| education planner learning style: Agenda - California Postsecondary Education Commission California Postsecondary Education Commission, 1990-06 Issues for 1974- include minutes, recommendations, special reports, etc. |
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