Students are able to identify their strong categories and weakness categories. The LASSI provides students with information on how to improve the low score categories by recommending supplemental resources such as tutoring, educational interventions, and utilizing academic resources. The LASSI may be used to improve students study skills, used as a pre-post achievement measure, and as an evaluation tool. The second edition LASSI can be easily administered and self-scored in 30 minutes. The third edition web version LASSI can be administered in 10-15 minutes with instant computer scoring and printable explanations of each category.
The lab process proceeded with the administration of a Maslow’s Hierarchy handout. I was instructed to provide 3 examples of behavior that matched a provided category. There was a total of 5 categories. The lab continued with the administration of a self- actualization survey. The survey had 15 questions.
Creating Context Sensitive Help Context sensitive help refers to the immediate help which is often provided through HTML pop-ups and JAVA applets when designing websites. CSP is an excellent support tool that can empower different types of websites such as online wikis, manuals and CMS based informational sites. CSP allows users to find help as they are going through the different elements of the website. Context sensitive help is implemented using screen pop-ups and tooltips. These are excellent elements that allow visitors to remain on the page and do not remove their concentration from it.
According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences. It offers the teachers to help students become empowered by extending and promoting cognitive bridging techniques based on the seven intelligences, by fostering in them a deep metacognitive understanding and advancing suggestions for a broad array of skills and techniques to deal with different types of learners. This theory is summarized by Howard Gardner in his book Frames of Mind (2006) namely: Linguistcs, Logical Mathematical, Spatial, Musical, Bodily Kinesthetic, Interpersonal, and Intrapersonal. Using these techniques can help create ‘instructional bridges’ into difficult concepts. They may
My teaching addresses learners ' specific needs, using a variety of official and authentic material (newspaper articles, websites, blog posts, literature, reports) in a communicative, and as much as possible, real-life, context, reducing “Affective Filter”, and thus facilitating language acquisition. The same approach emphasized (and actually still does!) on conveying the meaning through speaking (and thus communicative). The purpose of learning a language is not actually the language itself, but though the language the learner will be able to meet the culture of the Target Language, and easily connect with new people; which is the ultimate aim. Teaching process is personalized to individual learner 's needs, as everyone is different.
Many teaching strategies and learning activities address this notion. For example, Problem-based Learning Theory (an amalgamation of Cognitive and Social Constructivist theories, by Piaget (1920) and Vygotsky (1978), respectively), is a hands-on, active learning technique that lets students be independent thinkers and problem-solvers through investigation, where the teacher is a facilitator. Other models which guarantee student engagement include Discovery Learning by Bruner (1961), Experiential Learning by Kolb (1984) and 21st Century Skills. These models provide maximum opportunities for students to experience with materials and resources, collaborate, socialize, analyse and solve problems related to real life. Teachers can employ instruction which is clear, communicate their objectives vividly, design a plan using a variety of strategies and resources, ask questions frequently and effectively and have brain-storming sessions, attention grabbing starters, pre-while-post technology hands-on, debates, role plays, enquiries, case studies, research, multimedia presentations, group work, simulation by audios and videos, games, interactive plenaries, inventories, quizzes etc.
(http://712educators.about.com/od/learningstyles/p/visual_learner.htm ) Another useful tool I use as a visual learner is making lists and highlighting the most important things in addition to having a planner so I can organize what needs to be done from beginning to end, the planner color is so I know where everything goes. This helps me to know everything is in its place according to how I have my planner set up. Being a visual learner is good for short-term or long-term memory. One of the ways I can ensure that the information I learn stays in my mind is to have meaningful images behind it. In Conclusion, with being a visual learner it helps out a lot and to me way more time consuming.
The variable of Age and education is open-ended, while variables of gender and education are close-ended. Following three standardized questionnaires were used as instruments for measuring self impact on personality, Positive self talk and Negative self talk. Self Talk Scale (STS). The STS (Brinthaupt et al, 2009) is a 16 item self report measure rated on 6 point scale. Four STS subscales measure self talk including social assessment, Self Reinforcement, Self Management and self criticism.
• Deliberate visual learners will hone the composed word before notorious (pictorial) data. Tactile/ Kinaesthetic • The material kinaesthetic learners recall best the learning substance by effectively physical engagement.. • Kinaesthetic learners have a tendency to have a decent retaining what they are experience, for example, collaboration with physical engagement, playing. • The learners appreciate learning process by controlling and touching, for example, drawing, touch on touch screen applications, following and guiding, written work Learning styles for students can play an important role in learning process. In addition, the use of formal learning style assessment can give useful information that benefits the learner as well as the instructors. As part of on-going development of the learning style by using concept map, further planning will be discovered on the effectiveness of learning style approach in and out of the classroom in terms of its impact on student learning within the domains of biology education in secondary school.
It also helps Board members to decide and plan the resources needed for making further progress. Assessment for learning enables a mutual learning between teachers and students. The most important of all is that information gathered through the process of assessment should be used to improve the teaching and