Spelling Strategies for Children with Dyslexia Struggling with Spelling | Pride Learning Center By Dr. David Raffle, PhD, CBIS I know many adults who truly believe that they cannot spell, saying “I can’t spell” in the same manner that they would say, “I can’t swim.” But spelling, like swimming, can be taught. However, while most teachers know how to test for spelling, very few know how to teach spelling. There is a misconception that spelling is a form of dyslexia, a disorder where one is unable to recognize words or sound them out phonetically. The Three Types of Memory When I teach spelling to children and to adults, I first talk about the three types of memory. The second type of memory can be called Short-Term Memory, which lasts from 31 seconds to about 2-3 months. The goal of all learning, then, is to place what needs to be remembered into the student’s Short-Term Memory, so that facts, dates, and the spelling of words can be recalled. Simple Technique for Perfect Spelling Here is a simple technique that you can do at home to help your child succeed in spelling: 1. 2. 3. 4.
What is connectivism? In my last two posts on connectivism (here and here) I've alluded to but not made particularly explicit what I think connectivism actually is, even though I have been critiquing and exploring its boundaries. This post is an attempt to fairly briefly list what I think are among its more compelling shared ideas. I will draw substantially from George Siemens's most cited seminal article that has acted as a catalyst and gravitational centre for the idea, though I will also be adding odd bits of interpretation and extrapolation here and there that might not have been in the original and to which others have contributed. If connectivism makes any sense at all then knowledge about it is a networked phenomenon, not an individual invention. This is my bit of personal sense-making as I see it on this particular rainy day, not a definitive account to stand for all time, not a scholarly article citing its sources, not a theory, not a refutation of any other model of the idea. Connectivism
A Dictionary For 21st Century Teachers: Learning Models Learning Models, Theories, and Technology: A Dictionary For 21st Century Teachers by Terry Heick and TeachThought Staff Purpose: Improving our chance for a common language in discussing existing and emerging learning trends, model, and technology in hopes of innovation in classrooms, and collectively, education at large. Audience: K-12 & higher ed educators, researchers, institutions, and organizations globally. Form: An index of learning models, theories, forms, terminology, technology, and research to help you keep up with the latest trends in 21st century learning. Revisions: Persistently updated. Ed note: As stated, this is an ambitious work in progress that we’re choosing to share as we proof, revise, iterate, and generally improve for wider dissemination. Ed note 2: If you’d like to help update and improve this page, and have the background, curiosity, and/or expertise to contribute, email me. A Dictionary For 21st Century Teachers: Learning Models & Technology Activity-Based Learning
Differentiation Figure 10.1. Focus on Learning Profile Learning-Style Preferences Learning style refers to environmental or personal factors. Intelligence Preferences Intelligence preference refers to the sorts of brain-based predispositions we all have for learning. Culture-Influenced Preferences Culture affects how we learn, as well. The goal of the teacher is, therefore, not to suggest that individuals from a particular culture ought to learn in a particular way, but rather to come to understand the great range of learning preferences that will exist in any group of people and to create a classroom flexible enough to invite individuals to work in ways they find most productive. Gender-Based Preferences Gender also influences how we learn. Combined Preferences Combinations of culture and gender will create unique constellations of learning preferences in individuals. Some Guidelines for Learning-Profile Differentiation Remember that some, but not all, of your students share your learning preferences. Ms.
Distributed Cognition | Social Learning Theory “The emphasis on finding and describing “knowledge structures” that are somewhere “inside” the individual encourages us to overlook the fact that human cognition is always situated in a complex sociocultural world and cannot be unaffected by it.” (Hutchins, 1995, p. xiii) Over the 20th century, many have explored the question “how can the cognitive processes we normally associate with an individual mind be implemented in a group of individuals?” Ed Hutchins has spent his “academic carreer trying to understand human cognition in social, cultural and material context”. According to Rogers (1997), “distributed cognition is a hybrid approach to studying all aspects of cognition, from a cognitive, social and organisational perspective” (p. 1). Therefore, using insights from sociology, cognitive science, and the psychology of Vygotsky, the theory emphasizes the social aspects of cognition. Figure A ( Metaphors and examples: A ship steers into harbour.
Schema Theory Schema Theory (learning theory, psychology, cognitive science) According to schema theory, people make sense of new experiences and the world by activating the mental representations or schemata stored in their memory. New experiences and information are interpreted according to how it fits into their schemata. Information that does not fit may be misunderstood or miscomprehended. Key Concepts Definition A schema (plural: schemata) is an abstract structure of knowledge, a mental representation stored in memory upon which all information processing depends. How is schema activated? A schema may be perceived as a structure consisting of a series of spaces, some of which are filled and others empty. A person's possible schema of an egg (Davis,1991) Activation of schema can take place from the whole to the part, that is ‘’top-down’’ or it may be ‘’conceptually driven’’ from the parts to the whole, that is "bottom-up" and also known as "data driven". Types of schema Social schema Ideological schema
The Top 100 Tools for Learning 2012 list is revealed UPDATE: The Top100Tools Club opening January This year’s Top 100 Tools for Learning list (the 6th Annual Survey) has been compiled from the votes of 582 learning professionals worldwide – 55% working in education, 45% working in non-educational organizations. The top tool for the 4th year running is Twitter, with both YouTube (2nd) and Google Docs (aka Google Drive) (3rd) retaining their places for the 3rd year in succession. Once again the list is dominated by free online social tools. Whilst there is a clear differentiation between the personal/professional tools and the enterprise tools being used by workplace learning professions, in education teachers are frequently making use of the same toolset for both their teaching and their own personal learning. In terms of tool trends, this year’s list has seen an increase in the popularity of curation tools and social magazines for the iPad (like Scoopit, Flipboard and Zite). But now for the complete 2012 Top 100 Tools list.
When to Use Social Media for Learning Workplace learning professionals should focus on how social learning - and its associated tools - can help achieve business goals. The transfer of knowledge has always been a social activity. Many years ago, workers learned skills through apprenticeship. Workers in the same location, in the same area of practice would share knowledge, and thereby, strengthen the skills of the group. Today, workers can learn as they work, by connecting with someone with the answers, who may live anywhere in the world. What has changed over time are the skills needed for business success, and the speed at which knowledge is needed to maintain a competitive edge. In 1966, Peter Drucker coined the term the "knowledge worker." As organizations became larger, global, and more complex, it became less likely to find knowledge in next office - or when it was needed. Looking at the big picture As learning professionals, it is easy to focus the discussion on social learning on the tools, known as social media.
Learning Theories Every Teacher should Know about Have you ever asked yourself what learning theories you know about and which ones you feel more connected to and apply in your teaching ? Generally speaking, theories inform and guide practice in any content area and a learning theory is a set of concepts on how people learn. It is more or less an investigation of the strategies and the underlying cognitive processes involved in learning. The educational field abounds in learning theories to the extent that it becomes hard to draw clear boundaries between some of them. The graphic I have for you below provides a clear categorization of the learning theories you need to know as a teacher and educator. courtesy of edudemic
Tree Looking for Strategies and Activities? Click Here! The tree can act as a metaphor to help us see the relationship between theory and practice in second language learning and teaching. The ROOTS represent concepts and theories to be considered in teaching in general and in second language acquisition in particular. The success of teacher planning and preparation and development of carefully selected activities can be understood by tracing how they are fed by the ideas on the roots and trunk. Click on the different parts of the tree below to access more information about each topic.
A Visual Summary: 32 Learning Theories Every Teacher Should Know - A Visual Summary: 32 Learning Theories Every Teacher Should Know by TeachThought Staff Learning theory–and the research that goes into it–is a topic seen frequently in universities and teaching programs, then less frequently after once teachers begin practicing in the classroom. Why this is true is complicated. Millwood is Visiting Research Fellow at Trinity College Dublin, Director of Core Education UK. If you get nothing else from a post like this, perhaps the most critical takeaway is that there are dozens of theories that underpin what and how you teach already, and that the better you understand them, the better chance you’ll have to master your current approach and begin to bring new possibilities into your classroom as your ‘teaching brain’ makes room for this kind of thinking. Some definitions were a bit too brief, so I added language for clarity or depth (though a few we need to go back and further deepen and explain, like ‘Interpersonal Relations.) 1.Instructivism 2. 3. 4. 5. 6.
Theories of Learning Learning is one of the most important activities in which humans engage. It is at the very core of the educational process, although most of what people learn occurs outside of school. For thousands of years, philosophers and psychologists have sought to understand the nature of learning, how it occurs, and how one person can influence the learning of another person through teaching and similar endeavors. In addition to formal theories, people hold personal theories, including theories of learning and teaching. This entry focuses first on different conceptions and definitions of learning. Understanding any theory requires a clear idea of what the theory is trying to explain. Further difficulty in understanding similarities and differences among various theories results from the frequently overlooked fact that there are different types of learning. Behavioral theories provide very good explanations for certain kinds of learning but poor explanations for other types of learning. Pea, R.
Dave Levine | Dave's Instructional Design Blog | Page 2 There are a few definitions of where the line is drawn between a digital immigrant and a digital native. Some consider the transition as 1970, that line where the digital age began (Prensky, 2001). Mostly, however, I consider the technology that could be considered the transition point to digital native would be around 2000. This is when personal computers were commonplace is households and cell phones were gaining favor with the masses. Everything began being connected. Looking at my undergraduate work during early 1990’s and my graduate work in the early 2010’s, there are dramatic differences with the technology that is both available and the ease of its use. Currently, without email or the internet, I could not function in either my job or my schoolwork. Questions used to be asked in person of a peer, coworker, teacher or classmate. Resources Connectivism. (2011, December 14). Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Prensky, M. (2001). VanSlyke, T. (2003, May/June).