NAU ESE 625 - Acquiring better logical and verbal skills

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951987).3. Howard Gardner, Frames of Mind (New York: Basic Books, 1983). See also M. Scherer, "How Many Ways Is a Child Intelligent?", Instructor (January 1983)Acquiring better logical and verbal skills - bottom line - they need to be useable as they are taught ---the student needs to feel ownership and needs to be able to apply them and celebrate their usefulness.Six major principles for maximizing teaching effectiveness:1) Stick to big ideas that provide broad concepts and understanding that is most likely to be needed and valued in adult life2) Sequence teaching in ways that are easy to follow and include the big picture, followed by explicit steps for success, then rounding back to the big picture --- use visualizations when possible3) Help students see how the concepts fit into life, providing a sense of ownership, and when students get excited, help them succeed with scaffolding that permits ongoing success4) Use organization and strategic planning that can be made transparent for the student and help them gain a sense of ownership in that organization -- and how new concepts hook to old successes and constructs5) Prime necessary knowledge for future concepts and re-teach, review and use older concepts so students have access to ideas from the past as well as "hooks" for future ideas. Memory may need to be tickled often.6) Provide immediate and ongoing ways for the knowledge to be utilized and set up sessions that provideopportunities for application, being judicious about adequate, distributed, cumulative and varied opportunities to review and apply knowledge.References:Ayersman, D.J., & Reed, W.M. (1996). Effects of learning styles, programming and gender on computer anxiety [13 pages]. Journal of Research on Computing in Education [On-line serial], 28(2). Available: Academic Search EliteBell, J.A. (1998). Problems in statistics: Learning style, age, and part-time students [3 pages]. Education [On-lineserial], 118(4). Available: Academic Search EliteBloom, A.D. (1987). The closing of the American mind: How higher education has failed democracy and impoverished the soul's of today's students. New York: Simon and Schuster.Cihen, V.L. (1997). Learning styles in a technology-rich environment [13 pages]. Journal of Research on Computing in Education [On-line serial], 29(4). Available: Academic Search EliteDewey, J. (1933). How we think, a restatement of the relation of reflective thinking to the educative process.Boston: D.C. Heath and Company. Gadzella, B.M., Masten, W.G., & Huang, J. (1999). Differences between African American and Caucasian students on critical thinking and learning style [5 pages]. College Student Journal [On-line serial], 33(4). Available: Academic Search EliteGarner, I. (2000). Problems and inconsistencies with Kolb's learning styles [8 pages]. Educational Psychology[On-line serial], 20(3). Available: Academic Search EliteGrasha, A.F., & Yangarber-Hicks, N. (2000). Integrating teaching styles and learning styles with instructional technology [9 pages]. College Teaching [On-line serial], 48(1). Available: Academic Search EliteHayes, J., & Allinson, C.W. (1997). Learning Styles and training and development in work settings: Lessons from Educational Research Educational Psychology [On-line serial], 17(1/2). Available: Academic Search EliteJersild, A.T. (1955). When teachers face themselves. New York: Teachers College, Columbia UniversityLawrence, M., & Veronica, M. (1997). Secondary school teachers and learning style preferences: Action or watching in the classroom [14 pages]. Educational Psychology [On-line serial], 17(1/2). Academic Search ElitePickworth, G.E., & Schoeman, W.J. (2000). The psychometric properties of the learning style inventory and the learning style questionnaire: Two normative measures of learning styles. [9 pages]. South African Journal of Psychology [On-line serial], 30(2). Available: Academic Search EliteRoss, J.L., & Schulz, R.A. (1999). Using the World Wide Web to accommodate diverse learning styles [7 pages]. College Teaching [On-line serial], 4(47). Available: Academic Search Elite96VanZwanenberg, N. (2000). Felder and Silverman's index of learning styles questionnaire: How do they compare and do they predict academic performance? [16 pages]. Educational Psychology [On-line serial], 20(3). Available: Academic Search Elite Wynd, W.R., &Bozman, C.S. (1996). Student learning style: A segmentation strategy for higher education [4 pages]. Journal of Education for Business [On-line serial], 71(4). Available: Academic Search Elite97Memory issues"What did you want me to do?""What homework?""For every action there is an equal and opposite reaction." "What does that mean to me?""I know you are supposed to invert the divisor, but then what?""Yeah, I'm supposed to bring my book to class, but I can't get in my locker.""You mean today's the test?"Definition:There are several parts of the brain involved in remembering words, concepts, recall of spatialand kinesthetic areas.Sensory store - all the information that is coming in and bombarding us from our sensesWorking memory (usually about seven bits of data at a time) serves two roles, to sort out what is important from the sensory store and retrieves data from the memory store to solve problemsShort term memory holds on to data for brief periods of time. It may get put into long term memory or just dropped from thought - often no longer than 2 weeks of recall is available.Long term memory is all the bits and pieces stored in the brain that is retrievable. Some memories come from our earliest cognitive moments.The steps to acquire more memory, long and short termSometimes it is about memory skills. Here are some ideas for strengthening basic facts. Garnett, 1998. http://www.ldonline.org/ld_indepth/math_skills/garnett.htmlInteractive and intensive practice with motivational materials such as games... attentiveness during practice is as crucial as time spentDistributed practice, meaning much practice in small doses... for example, two 15-minute sessions per day, rather than an hour session every other daySmall numbers of facts per group to be mastered at one time...and then, frequent practice with mixed groups-Emphasis is on "reverses," or "turnarounds" (e.g., 4 + 5/5 + 4, 6x7/7x6)...In vertical. horizontal, and oral formatsStudent self-charting of progress... having students keep track of how many and which facts are mastered and how many more there are to


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