Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
Specially designed academic instruction in English (SDAIE) is a teaching approach intended for teaching various academic content using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences on how they prefer to receive information, few studies have found validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ on how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn.
Kinesthetic learning, kinaesthetic learning, or tactile learning is learning that involves physical activity. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who prefer whole-body movement to process new and difficult information. However, scientific studies do not support the claim that using kinesthetic modality improves learning in students identified as kinesthetic learning as their preferred learning style.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
Visual learning is a learning style among the learning styles of Neil Fleming's VARK model in which information is presented to a learner in a visual format. Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information. The Fleming VARK model also includes Kinesthetic Learning and Auditory learning. There is no evidence that providing visual materials to students identified as having a visual style improves learning.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, And alexia,
The audio-lingual method or Army Method is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.
Language teaching, like other educational activities, may employ specialized vocabulary and word use. This list is a glossary for English language learning and teaching using the communicative approach.
Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.
E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.
The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality is used for various types of information within the same display. Users must split their attention between the materials, for example, an image and text, to understand the information being conveyed. The split-attention effect can occur physically through visual and auditory splits and temporally when time distances two pieces of information that should be connected.
The modality effect is a term used in experimental psychology, most often in the fields dealing with memory and learning, to refer to how learner performance depends on the presentation mode of studied items.
Many engineering educators see service-learning as the solution to several prevalent problems in engineering education today. In the past, engineering curriculum has fluctuated between emphasizing engineering science to focusing more on practical aspects of engineering. Today, many engineering educators are concerned their students do not receive enough practical knowledge of engineering and its context. Some speculate that adding context to engineering helps motivate engineering students' studies and thus improve retention and diversity in engineering schools. Others feel that the teaching styles do not match the learning styles of engineering students.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
Melodic Learning is a multimodal learning method that uses the defining elements of singing to facilitate the capture, storage and retrieval of information. Widely recognized examples of Melodic Learning include using the alphabet song to learn the alphabet and This Old Man to learn counting.
Wilga Marie Rivers was an Australian linguist and Professor of Romance Languages. While she taught at both the secondary-education and college level throughout her life, she spent the majority of her career on the faculty of Harvard University. There, she served as a Professor of Romance Languages and Coordinator of Language Instruction in Romance Languages, fulfilling these roles until her eventual retirement in 1989.
Multisensory learning is the assumption that individuals learn better if they are taught using more than one sense (modality). The senses usually employed in multisensory learning are visual, auditory, kinesthetic, and tactile – VAKT. Other senses might include smell, taste and balance.
