The first tool that is used to help students begin the socialization process is the course syllabus. “By communicating instructors’ expectations, the syllabus already serves as a vital socializing mechanism.” (Sulik & Keys, 2014, p. 1). Faculty can effectively use MBTI in the course syllabus to help students manage uncertainty. Berger (1979) addresses not being able to predict motive and not being unable to predict actions as two types of uncertainty. (Kramer, 2010). Through the lens of the MBTI Assessment, Judging and Perceiving represent how individuals like to live their lives either through structure (judging) or flexibility (perceiving). The course syllabus is a resource that can address both those types making them feel comfortable. Faculty can schedule a series of sub-assignments with deadlines allowing perceptiving students to stay focus and second-look meetings for judging students that react too-quickly to completing assignments. (Brightman, n.d.). Extraverting and Introverting relates to how individuals energize themselves. (Baron, 1998). Extroverts enjoy small group interaction where they can talk their thoughts and ideas out. These types of activities help them concentrate and be more engaged. (Lawrence, 1997). On the other hand, Introverts seek more reflective learning engagement such as
Learning styles is that the way person likes to learn and get information. There are three types of learning styles:
There are five different types of learning theories, behaviorism, cognitivism, humanism, social learning, or constructivism. All of them propose various ways through which learning is realized. However, there is no single set of learning theory, which if followed to the latter can grant a tutor a perfect outcome in the classroom. For many years, the study of learning has resulted in heated debates. It has been at the center of educational psychology. Even though psychologists agree on the significance of learning as a topic of study, they often fail to agree on the mechanics of how the process of learning occurs. Shunk et al. (2012), define learning as "the process of acquiring a relatively permanent change in understanding, attitude, knowledge, information, ability, and skill is
During Week One, the researcher met with the two focus groups to establish a different rapport and provide an explanation of the research study. Although the researcher had previously established a rapport with the students in each group, it was imperative that the students not view the researcher as one of their Assistant Principals while the study was being conducted. Once the researcher gauged the initial feeling tone towards the research project that had been presented to the focus groups, permission forms were sent home with each participant. Lastly, the researcher conducted an informal observation in both classrooms.
Research on the Hispanic culture consists of an expanding body of affirmation that teaching and counseling students with interventions are congruent with the students' learning-style preferences result in their increased academic achievement and more positive attitudes toward learning. Research done on the learning styles of Hispanic-Americans have compared various ethnic groups of students in elementary school through college levels using a measure that identifies different elements of learning style grouped into subjective categories. These categories consist of environmental learning style, emotional learning style, psychological learning style, physiological learning style, and the sociological
The purpose of the study was to identify and compare the learning style preferences of low-achieving and high-achieving young African-American males. According to many studies, African American males in the United States are at risk. In fact, African American males living in a large city and doesn’t attend college will be in the criminal justice system by the age of 25 (Jackson-Allen & Christenberry, 1994).
After completing the learning style inventory, I discovered that I am both an Active Experimentation (AE) and Abstract Conceptualization (AC) learner. Which makes a lot of sense based on my life experiences, I learn best when I am thinking and doing. I love to take my time on assignments and think about what I want to accomplish. Making sure to tackle a problem from various angles is always something that I naturally do. Once I figure out a strategy I apply the doing piece, trying and tweaking my approach until I have found an optimized route. Being aware of my learning style is important because not every child will learn the same. As a teacher, I need to be able to teach to everyone. When I placed my learning style scores into the grid, I
Cassidy & Kreitne (2009) defines learning styles as a range of contested and competing theories that account for variations in a person 's’ education. There are three main learning styles, the visual learners, auditory and kinesthetic learners.
According to VARK, learning styles describe all of the components that may affect a person’s preference in learning new incoming information. While there are several different variations of modalities, the main three are visual, auditory, and tactile/kinesthetic. Knowing your main learning style preference helps you to understand the best way to learn, identify certain strategies to aid in your learning process, and to know where your weaknesses are in regards to learning new information.
Every unique individual has a different way that he or she learns things. When taking a learning styles inventory, there are three different categories that a person may fall under. First, there are auditory learners, these people learn best by hearing materials. Then, there comes the visual learners which are the ones that remember things by seeing or writing them down. Finally, there are the people who are hands-on leaners and they are the kinesthetic-tactile learners. According to the websites Educational Planner and Barsch Learning Styles, I am both a visual and kinesthetic-tactile learner.
There are many different learning styles. One of the many different types of learning styles is auditory. The auditory learning style is when you learn better by listening. Another learning style is musical. The musical learning style is where you learn better by listening to music. One of the most know one is the visual learning style. The visual learning style is where one learns better by looking or reading it.
I am using the Honey and Mumford (2000) learning style questionnaire (LSQ) as a method in identifying Sandra learning style (Appendix 5) which constitutes a self-assessment tool which indicates the style generally utilized by my mentee. From the result of her scoring (Appendix 5A) I found out that Sandra is an activist learner.
My learning style is different than others, I am both an auditory and tactile learner. I am not very good at listening to lectures but that is the best way for me to understand something. Most people have a specific way to learn, I learn from hands on activities, and listening to speeches and videos. Being both types of learners helps me succeed in different ways. Being both an auditory and tactile learner shows me how I should really prepare for when I go to college.
The structures of our personality are the channels through which the powers of life run. An understanding of those powers helps us determine our personality style from a spiritual perspective. It also helps us understand that all the different powers are positive forces. It is because of the emphasis of one over the other that sometimes our energies seem out of balance. An understanding or study of your Jyotish chart can determine those patterns in more detail, but without it we are likely to blame ourselves or others for misuse of the powers with which we are endowed but as yet unable to handle.
All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum. For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: