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Martin Burrett

Babadum - 16 views

ukedchat.com/babadum

languages English Spanish German French Chinese Mandarin Japan Italian Russian Polish mfl

shared by Martin Burrett on 02 Oct 18 - No Cached
  • Martin Burrett on 02 Oct 18
     
    "This is a fab HTML5 language learning site which tests your language skills through a series of games with 1500 words. The site collects stats on your performance. The current 21 languages include English, Spanish, German, French, Chinese, Japan, Italian, Russian, Polish and many more."
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Martin Burrett

Learning Chocolate - 117 views

www.learningchocolate.com

vocabulary ESL EAL spanish Japanese Mandarin English mfl languages

shared by Martin Burrett on 11 Oct 11 - Cached
  • Martin Burrett on 11 Oct 11
     
    A superb language site for learning vocabulary. Choose to learn to and from English, Spanish, Japanese and Mandarin Chinese. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
Martin Burrett

Learn French Language - 2 views

www.learnfrenchlab.com

French mfl language audio

shared by Martin Burrett on 11 Jun 12 - No Cached
  • Martin Burrett on 11 Jun 12
     
    Ensure your French pronunciation is 'parfait' with this comprehensive French language learning site that has embedded audio files to listen to. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
Martin Burrett

Pronunciator - Learn to Speak 60 Languages - 135 views

www.pronunciator.com

languages mfl Mandarin French Italian Spanish German Japanese Hindi esl EAL audio

shared by Martin Burrett on 26 Sep 11 - No Cached
  • Martin Burrett on 01 Oct 11
     
    A brilliant site with simple audio/visual flash animations for learning 60 of the world's major languages. http://ictmagic.wikispaces.com/Languages%2C+Culture+%26+International+Projects
david ellis

Netvibes (124) - 1 views

www.netvibes.com

shared by david ellis on 22 Apr 09 - Cached
  • Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
atressler3

Guideline on Some Questions and Answers about Grammar - 36 views

www.ncte.org/...qandaaboutgrammar

shared by atressler3 on 30 Aug 17 - Cached
  • Grammar names the types of words and word groups that make up sentences not only in English but in any language
  • sentence structure
  • conventions and style of language.
  • ...20 more annotations...
  • apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"
  • language use, patterns, and dialects
  • Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.
  • Experiment with different approaches
  • show students how to apply it not only to their writing but also to their reading and to their other language arts activities.
  • If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc
  • Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models
  • apply it to authentic texts.
  • Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.
  • entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.
  • practice using certain subordinate constructions that enrich sentences.
  • All native speakers of a language have more grammar in their heads than any grammar book
  • If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb
  • whole sentence or a fragment
  • verb phrase
  • subject
  • pronoun f
  • Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.  
  • Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.
  • end focus.
Nigel Coutts

Language Moves that Encourage Initiative - The Learner's Way - 5 views

thelearnersway.net/...oves-that-encourage-initiative

thinking education learning language

shared by Nigel Coutts on 18 Mar 21 - No Cached
  • Nigel Coutts on 18 Mar 21
     
    Why might it be that our students struggle with independence? Maybe it comes from the language moves we make. As with the language of thinking, being deliberate with our choices can help us to create a classroom culture where students demonstrate independence and initiative.
Julio Quintero

What's the Top Home Language for ELLs? - Learning the Language - Education Week - 22 views

blogs.edweek.org/..._the_top_language_for_ell.html

ELL home language

shared by Julio Quintero on 05 Jun 15 - No Cached
  • Julio Quintero on 05 Jun 15
     
    Interesting data on home language for ELLs. Spanish is still number one.
webExplorations

Disrupting College - 3 views

www.americanprogress.org/...disrupting_college.html

education ctl

shared by webExplorations on 25 Mar 11 - No Cached
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • ...1 more annotation...
  • Recommendations for existing institutions of higher education also emerge from an understanding of disruptive innovation. These colleges and universities should: Apply the correct business model for the task. These institutions have conflated value propositions and business models, which creates significant, unsustainable overhead costs. Drive the disruptive innovation. Some institutions have this opportunity, but to do so, they need to set up an autonomous business model unencumbered by their existing processes and priorities. They can leverage their existing fixed resources in this autonomous model to give themselves a cost advantage over what to this point have been the low-cost disruptive innovators. Develop a strategy of focus. The historical strategy of trying to be great at everything and mimic institutions such as Harvard is not a viable strategy going forward. Frame online learning as a sustaining innovation. Institutions can use this new technology to disrupt the existing classroom model to extend convenience to many more students as well as provide a better learning experience.
  • webExplorations on 25 Mar 11
     
    An article showing how online learning is a disruptive technology. Shining [the challenges of today's higher ed] through the lens of these theories on innovation will provide some insights into how we can move forward and a language that allows people to come together to frame these challenges in ways that will create a much higher chance of success. This report assumes that everyone is adept at online learning. This is not the case and students will have to be trained on how to be effective online learners. Courses will also have to address multiple learning styles and not just the read/write that most online courses currently are programmed for. Despite this missing piece, this is a very important article that focuses on some very key issues of our current higher ed system. The recommendations at the end of the article for policy makers are very apt. Highly recommended reading!
  • Jason Finley on 26 Mar 11
     
    Are high schools preparing students for success in college and careers when what we do is so very different from what they will experience when they leave our little boxes?
Tonya Thomas

Podcasting Business Learning: Addressing the New Learning Styles for Generation Y - 1 views

businesscommunication.org/...03ABC07.pdf

new learning 21st century skills

shared by Tonya Thomas on 25 Sep 12 - No Cached
  • Tonya Thomas on 25 Sep 12
     
    by Stevina Evuleocha, Steve Ugbah California State University Abstract The quest for an ideal medium to deliver business content to Gen Y learners has led instructors to consider the Internet, since digital content that exists in databases can be manipulated by a range of programming services (Shim et al., 2006). Shim et al., have also asserted that web development has been hampered by bandwidth and difficulties of "back end integration," consequently, impacting the presentational aspects of data and user interfaces (Yang & Tang, 2005). Innovations in computer and software technologies appear to have ameliorated the technical difficulties, resulting in the emergence of new media such as podcasting, webcasting, videostreaming, blogging, and Synchronized Multimedia Integration Language (SMIL) technologies (Shim, 2002). These new media streams can be integrated into traditional lectures, thus enhancing the educational environment (McLaughlin, 2006), particularly for Gen Y learners. This paper discusses the efficacy of podcasting in business education, reviews the characteristics of Generation Y (Gen Y) learners, discusses learning styles and theories that support mobile learning, reviews learning styles of Gen Y learners, and discusses whether adaptations are necessary to address the updated needs of this new generation of learners in the business communication context.
Cynthia Sarver

CITE Journal - Language Arts - 94 views

www.citejournal.org/...article1.cfm

21stcenturyliteracy 307 teachered_21stcentury

shared by Cynthia Sarver on 31 Oct 11 - Cached
  • Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
    • Cynthia Sarver
      Cynthia Sarver on 31 Oct 11
       
      What is being done??
  • They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
  • Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
  • ...11 more annotations...
  • Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
  • learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
  • It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
  • nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
  • allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
  • Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
  • educators must address plagiarism, ownership, and authorship in their classrooms.
  • strategies to assess the quality of information and writing on the Web
  • help students develop netiquette
  • Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
  • Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
Martin Burrett

Speaking the Lingo - 8 views

ukedchat.com/...speaking-the-lingo

language jargon barriers to learning

shared by Martin Burrett on 28 Mar 18 - No Cached
  • Martin Burrett on 28 Mar 18
     
    "你知道这是什么意思吗？No? Languages can both be barriers and be bridges. They can block access to learning and more, but knowing a little of 'the lingo' can open previously impenetrable doors. This doesn't have to be a language from overseas, but a certain way of speaking which includes speakers or potenticially excludes non-speakers from a group. Teaching, with it's SPaGs, NPQHs and RQTs can make us want to LOL or even go AWOL!"
anonymous

Is Real Educational Reform Possible? If So, How? | Psychology Today - 3 views

www.psychologytoday.com/...onal-reform-possible-if-so-how

education reform psychology

shared by anonymous on 21 Nov 11 - No Cached
  • Children come into the world intensely motivated to learn about the physical, social, and cultural world around them; but they need freedom in order to pursue that motive.  For their first four or five years of life we generally grant them that freedom. During those first few years, without any teaching, they learn a large portion of what any human being ever learns. They learn their entire native language, from scratch. They learn the basic practical principles of physics. They learn psychology to such a degree that they become experts in how to please, annoy, manipulate, and charm the other people in their environment.  They acquire a huge store of factual knowledge.  They learn how to operate the gadgets that they are allowed to operate, even those that seem extraordinarily complex to us adults.They do all this on their own initiative, with essentially no direction from adults.
  • anonymous on 21 Nov 11
     
    "Children come into the world intensely motivated to learn about the physical, social, and cultural world around them; but they need freedom in order to pursue that motive."
Blue Lan

Anki - friendly, intelligent flashcards - 92 views

ankisrs.net

anki

shared by Blue Lan on 02 Jul 12 - Cached
  • Anki Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography
    • Blue Lan
      Blue Lan on 02 Jul 12
       
      anki is a kind of flash card
  • Blue Lan on 02 Jul 12
     
    Anki is a program which makes remembering things easy. Because it is a lot more efficient than traditional study methods, you can either greatly decrease your time spent studying, or greatly increase the amount you learn. Anyone who needs to remember things in their daily life can benefit from Anki. Since it is content-agnostic and supports images, audio, videos and scientific markup (via LaTeX), the possibilities are endless. For example: learning a language studying for medical and law exams memorizing people's names and faces brushing up on geography mastering long poems even practicing guitar chords!
globalwrobel

Digital Natives: Do They Really THINK Differently? - 41 views

www.marcprensky.com/...l%20Immigrants%20-%20Part2.pdf

digital_natives education technology prensky digital learner

shared by globalwrobel on 26 Jul 17 - No Cached
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • globalwrobel on 26 Jul 17
     
    by Marc Prensky Our children today are being socialized in a way that is vastly different from their parents. The numbers are overwhelming: over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV (a high percentage fast speed MTV), over 500,000 commercials seen-all before the kids leave college. And, maybe, at the very most, 5,000 hours of book reading. These are today's ―Digital Native‖ students. 1 In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives' brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their ―native language.‖ Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning.
  • Beth Holland on 28 Jul 17
     
    Hi. I wrote a paper about digital natives as part of an anthropology assignment for a doctoral course. Researchers from around the world have empirically proven that Prensky's theories are false. Additionally, while neuroscience has shown that brains do change as a result of neuroplasticity, to argue that it is generational is also a false claim. Though cognitive theory shows that learners bring their prior experiences to the interpretation of new educational opportunities - impacting attention and interpretation - all generations have had this occur. There is merit to the point that we should take learner's prior experience into consideration when designing instruction; however, Prensky's digital native claims may have done more to create tension between students and teachers than to provide instructional support. If you would like any of the scholarly studies, I have a published reference list at http://brholland.com/reference-list. Beth
Martin Burrett

Chinese Skill - 24 views

ukedchat.com/...chinese-skill

Mandarin Chinese languages mfl

shared by Martin Burrett on 28 Dec 14 - No Cached
  • Martin Burrett on 28 Dec 14
     
    A superb app for any one looking at learning basic Mandarin Chinese. Play the game to listen and see the language. There are many different types of questions, but most are multiple choice or click and drag from a selection of choices. Questions start out easy and there is support and 'hint' buttons to help you. You can download each lesson as you reach it, or download everything if you plan to use it offline. All the language you have met is stored in a word bank and use your microphone to compare your pronunciation to the recordings.
Nigel Coutts

Learning vs Work in a Culture of Thinking - The Learner's Way - 36 views

thelearnersway.net/...-work-in-a-culture-of-thinking

learning culture thinking collaboration teaching

shared by Nigel Coutts on 04 Dec 16 - No Cached
  • Nigel Coutts on 04 Dec 16
     
    Earlier this year a group of teachers I work with explored the 'Eight Cultural Forces' identified by Ron Ritchhart of Harvard's Project Zero. In doing so we decided to focus on our use of the term learning instead of the word work. Our goal was to bring our language choices into the spotlight and explore how a more deliberate focus on learning might alter the culture of our classrooms. Two terms later this focus persists and it is worth reflecting on the effect that this has had.
Cindy Edwards

Electronic Journal for the Integration of Technology in Education - 60 views

ejite.isu.edu/...Stokes.html

learning_styles

shared by Cindy Edwards on 28 Apr 13 - Cached
  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
  • ...9 more annotations...
  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
Julio Quintero

American Academy Of Arts & Sciences To Conduct First National Study On... -- CAMBRIDGE,... - 12 views

www.prnewswire.com/...e-than-30-years-300120921.html

foreign languages study

shared by Julio Quintero on 11 Aug 15 - No Cached
  • Julio Quintero on 11 Aug 15
     
    First National Study On Foreign Language Learning
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