WHAT CAN BE
EFFECTIVENESS FOR CHILD
These of some of the sites I like, which deal with a child’s mind and the
way they can become effective learning. Love PBS site, and the information on
it about the different learners.
Learning modalities,
learning styles, or multiple intelligences - these word labels emphasize the
different ways children and adults learn best. Just as a single shoe size
doesn't fit everyone, neither does a single learning environment ensure
learning for all. We come not only from differing localities, abilities,
cultures, and home experiences, but we inherently have different learning
modalities. In addition, we possess varying combinations of these learning
modalities - it's not an all or none issue. Your own learning style affects your
teaching and what you plan for and with children. (Hutinger, P.) I love this
part the most because we do come from different areas, back grounds, and
experiences. We have different learning styles, but we can all learn something.
We can observer, keep notes, checklist to document children behaviors, and sort
them according to Gardne’s multiple intelligences list. There are three
categories including visual, motor, and auditory. Visual children tend to learn
by watching and looking at pictures and may be easily distracted by movement
and action in the classroom. Those who respond to motor/kinesthetic stimuli
tend to be involved and active, would rather do than watch, and prefer 'hands
on' projects. Auditory children tend to learn by being told, respond to verbal
instructions, and may be easily distracted by noise. (Hutinger, P.)
Howard Gardner refers to multiple
intelligences as tools to use in teaching and learning. He suggests at least
eight elements of multiple intelligences that provide finer distinctions among
behaviors.
Linguistic/Language: learns by listening, reading,
verbalizing, enjoys discussion, likes word games, books, and records, and
remembers verses, lyrics, and trivia.
Logical/Mathematical: thinks conceptually, uses clear
reasoning, looks for abstract patterns and relationships, likes experimenting
and testing things, likes classifying and categorizing.
Musical: thinks in tones, learns through rhythm
and melody, enjoys playing musical instruments, remembers songs, and notices
nonverbal sounds in the environment.
Spatial: likes mazes and jigsaw puzzles, likes to
draw and design things, likes to build models, and likes films, slides, videos,
diagrams, maps, and charts.
Bodily kinesthetic: processes knowledge through bodily
sensations, communicates through gestures, moves or fidgets while sitting,
learns by touching and manipulating, likes role playing, creative movement, and
physical activity, enjoys fixing and building things.
Interpersonal: understands and cares about people, is
the social child, has lots of friends, and learns from cooperative learning
experiences, and likes group games.
Intrapersonal: enjoys working independently, likes to
be alone, appears to be self-motivated, and needs quiet space and time.
Naturalist: investigates, experiments, questions,
and finds out about elements of science, the phenomena of the natural world,
weather patterns, growing things, animals, conditions that change
characteristics (water changes from liquid to solid when frozen).
Portfolio assessment, with
individual and group products children produce over time, children's self
reflections, photographs, project narratives, and your observational notes,
provide the necessary material to analyze each child's progress in
developmental and subject matter areas. Portfolios may be maintained as
computer files, using scanned photographs and/or digital cameras to record what
children do. Analyzing weekly sign-up sheets for various activities across time
shows children's progress in writing their names. (Hutinger, P.)
We need to listen to their
interaction, watch what they do when they are given choices, what do they
resist or ignore, what do they like, and what do they do every day? Structure
environment with learning centers, materials, and equipment, with a variety of
learning opportunities. My son needed structure and organization to maintain
his grades, while in school. (Hutinger, P.)
www.pbs.org/teachers/earlychildhood/articles/learningmodalities.htmlCached
- Similar
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www.drhallowell.com/parenting/their-beautiful-minds/Cached
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... due, to follow a strengths-based paradigm as we understand children's
minds, ... and strengths as well as the obstacles that get in
the way of their developing. ... is the gradient upon which a
student's mind and general worth gets measured. ...
"Train Up A
Child In The Way He Should Go"
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For more than a century, J. C. Ryle was best known for his clear
and lively writings on .... Now children's minds are cast in much
the same mold as our own. ... Their ability to understand what we
are teaching them is like the small opening ...
Did
you know?
·
The U.S. high school graduation
rate—which is about 70 percent of the age cohort—is now well behind countries
like Denmark (96 percent) and Japan (93 percent)—and even Poland (92 percent)
and Italy (79 percent).[i]
·
Only about a third of all high
students graduate ready for college in the U.S. today, and the rates are much
lower for poor and minority students. More than a third of all students who
enter college must take remedial courses.[ii]
While no hard data is readily available, it is estimated that 1 out of 2
students who start college never complete any kind of postsecondary degree.
·
Sixty-five percent of college
professors report that what is taught in high school does not prepare students
for college. One major reason is that the tests students must take in high
school for state accountability purposes usually measure ninth- or tenth-grade
level knowledge and skills. Being mostly multiple-choice assessments, they
rarely ask students to explain their reasoning or to apply knowledge to new
situations—skills that are critical for success in college—and so neither
teachers nor students receive useful feedback about college readiness References
·
Gardner, H., The Unschooled Mind. New York: BasicBooks. (1991)
·
Gardner, H., Multiple Intelligences. New York: BasicBooks. (1993)
·
Godt, P., Hutinger, P., Robinson, L., & Schneider, C., "A
simple strategy to encourage emergent literacy in young children with
disabilities." TEACHING Exceptional Children 32 (2) 38-44. (1999)
·
Hutinger, P., & Johanson, J., Software for Young Children.
Assistive Technology for Young Children with Disabilities. Cambridge:
Brookline Books. (1998)
·
Helm, J.H., Beneke, S., & Steinheimer, K. Windows on Learning.
New York: Teachers College Press. (1998)
·
Katz, L.G., & Chard, S.C. Engaging Children's Minds: The Project
Approach. Second Edition. Stamford, Connecticut: Ablex Publishing Corp.
(2000)
·
NEAToday, "Extra? Extra? Interview with Howard Gardner,"
(March 1999)
www.tonywagner.com/resources/the-global-achievement-gapCached
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[v];
In the 25-44 age group, the U.S. now ranks 10th among industrial nations in our ... Why do our
schools—even the best ones—not teach and
test them? ... and parents alike over the ways in which various skills were best taught, but there was no ....
how very different the experience of
schooling must be for our children.
