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vocabulary

learning style

a particular way in which the mind receives and processes information

potentials

abilities that may be developed

multiple pathways to learning

a learingng preferences assessment focuing on eight ares of potentila

intelligence

as defined by H.Gardner, an ability to solve problems or create products that are value in a culture; logic and verbal skillls

verbal-linguistic

ability to communicate through language; listening, reading, writing, speaking.
remembering terms easily, mastering a foreign language, and using writing or speech to convince someone to do or believe something.

logical-mathematical

ability to understand logical responing and problem solving; math, science, patterns, sequences.
Recognizing abstract patterns, using facts to support an idea and generating ideas based on evidence and reasoing scientifically (formulating and testing a hypothesis).

bodily-kinesthetic

ability to use the physical body skillfully and to take in knowledge through bodily sensation; cordination, working with hands.
strong mind-body connection, controlling and coordinating body movement and using the body to create products or express emotion

visual-spatical

ability to understand spatial relationships and to perceive and create images; visual art, graphic design, charts and maps.
recognizing relationships between objects, representing something graphically, and manipulating images

interpersonal

ability to relate to others, noticing their moods, motivations, and feelings; social activity, cooperative learning, teamwork.
seeing things from others' perspectives, noticing moods, intentions, and temperaments of others and gauging the most effective way to work with individual group members

intrapersonal

ability to understand one's own behavior and feelings; self-awareness, independence, time spent alone
accessing one's internal emotions, understanding feelings and using them to guide behavior and understanding self in relation to others

musical

ability to comprehend and create meaningful sound; sensitivity to music and musical patterns.
sensing tonal qualities, bing sensitive to sounds and rythms in music and in spoken language, and using an understanding of musical patters to hear music.

naturalist

ability to identify, distinguish, categorize, and classify species or items, often incorporating high interest in elements of the natural environment.
ability to categorize something as a member of a group or species, understanding of realtionships abound natual organisms and deep comfort with, and respcet for, the natual world

VAK/VARK

three (or four) areas: visual, auditory, (read/write), and kinesthetic

typeology

a systematic classification or study of types.
an individual's preferred "world". Different ways of dealing with the world or "functions" sensing, thinking, intuiting, and feeling

thinker

solving problems, developing models and sysems and analytical and abstract thinking

organizer

responsibility, reliability
neatness, organization, attention to detail
comprehensive follow-through on task

giver

sucessful, close relationships, making a difference in the world, negotiaiton; promoting peace

adventurer

courage and daring, hands-on problem solving, active and spontaneous style

lecture, verbal focus

insturctor speaks to the class for the entire periods, with little calss interaction. lesson is taught primarily through words, either spoken or written on the board, on powerpoints, handsouts or text

lecture with group discussion

instuctor presents material but encourages class iscussion

small groups

instuctor presents material and then breaks class into small groups for sicussion or project work

visual focus

instuctor uses visual elements such as powerpoint slides, diagrams, photographs, drawings, transparencies and vidoes

logical presentation

instuctor organizes material in a logical sequence, such as by steps, times or importance

random presentation

instuctor tackes topics in no pateicual order and may jump around a lot or digress

conceptual presentation

insutctor spends the majority of the time on the big picture, focusing on abstract condepts and umbrella ideas

detailed presentation

instuctor spends the majoirty of time, after introducing ideas, on the details and facts taht underlie them

hands-on presentation

instuctor uses demonstrations, experiemtns, props, and class activites to show key points

interships

temporaty work programs in which a student gain supervised pratical eperence in a job and career area

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