Literaturnachweis - Detailanzeige
Autor/in | Dunn, Rita |
---|---|
Institution | Phi Delta Kappa Educational Foundation, Bloomington, IN. |
Titel | Strategies for Educating Diverse Learners. Fastback 384. |
Quelle | (1995), (34 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 0-87367-384-0 |
Schlagwörter | Leitfaden; Classroom Environment; Cognitive Style; Educational Strategies; Elementary Education; Elementary School Students; Individual Differences; Student Characteristics; Student Needs; Teaching Methods; Underachievement |
Abstract | Research supports the belief that most students can learn, but each child concentrates, processes, absorbs, and remembers new and difficult information in a different way. Teaching failing students in ways that complement their learning styles increases their standardized test scores in several academic areas. Instructional practices useful with underachieving students focus on: (1) the child's need to feel physically comfortable, including sound versus quiet, bright lights versus soft, formal seating versus informal seating, mobility versus passivity, and other factors; (2) the need to identify and share with children how each best remembers new and difficult information; (3) whether children learn best alone, in pairs, with peers in cooperative or competitive teams, or with authoritative or collegial adults; (4) the time of day during which an individual experiences energy highs; (5) use of a global or analytic cognitive processing style; (6) use of alternative instructional strategies to maintain interest and avoid boredom; (7) experimentation to find the most effective teaching methods for each youngster; (8) tutoring; (9) effective use of direct instruction; (10) use of computer instruction to reinforce tactual learning; (11) focus on multicultural education; and (12) focus on multiple intelligences. (Contains 10 references.) (JDD) |
Anmerkungen | Phi Delta Kappa, 408 N. Union, P.O. Box 789, Bloomington, IN 47402-0789. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |