Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic In... - 12 views
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And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?
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Rita Gupta on 02 Jun 12I thought that as teachers we were supposed to try and incorporate all different ways in our teaching anyway, to ensure that everyone is learning in a way that works for them.
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Jeremy Willard on 04 Jun 12I agree with you Rita and also I would like to add that all of us our teaching different lessons which means some units could be more influenced by visuals verse audio
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Michelle Ginett on 04 Jun 12I agree with you as well Rita. I thought that we were suppose to create individualized learning? I have always thought that teaching to the individual was a good thing.
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This experiment indicates that subjects do store auditory information, but it only helps them remember the part of the memory that is auditory — the sound of the voice — and not the word itself, which is stored in terms of its meaning.
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I always have trouble interpreting data like this. It always seems so subjective and I feel like a researcher cannot ever know what a person is thinking. But since the authors are experts, I will take their assessment of this data as truth.
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I agree! I think it's hard to tell by this data if people are more likely to remember information by seeing it rather than hearing it.
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I completely agree with you both, but I also think this supports a sentence in the previous paragraph. The subjects were asked to jugde wheither or not the word was on both lists, not necessarily who said it. I think this shows that because they were not asked to focus on that content the subjects did not remember. So I feel like the point they are making is following their previous statements and contradicting what they are trying to prove.
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Teachers should focus on the content's best modality — not the student's.
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This whole section makes a lot of sense.
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I agree! But I think it's so hard to give meaning for many concepts in Math and Science. For example, how do you give a student a personal connection to the quadratic formula?
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Same here. How do you give students a personal connection to backside attack in chemical reactions? We can't even see it, let alone prove it. However, you can sketch it out and explain how it might work. Although that does not allow the student to create a personal connection . . .
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