The idea of learning styles is widespread throughout the field of pedagogy and people are often categorized according to their learning style. However, in scientific research, there has been no credible evidence that supports the existence of learning styles. This video defines learning styles theory, talks about some previous research in the field of pedagogy and explains why there is no true basis behind the idea of learning styles. In addition, Dr. Joseph Kim, an associate professor of psychology, neuroscience and behaviour at McMaster University, speaks about the non-existence of learning styles. This video was created by fourth year McMaster students interested in education and knowledge translation: Dana Abu-Jazar, Ana Kovacevic, Amber Kayed, Jasleen Khaira, Babak Nouhi, Simranpal Dhanju, Ria Oommen, and Nisha Gajaria. Copyright McMaster University 2014 References: Kratzig, Gregory, and Katherine Arbuthnott. "Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis." Journal of Educational Psychology (2006). Salomon, Gavriel. "Television Is "easy" and Print Is "tough": The Differential Investment of Mental Effort in Learning as a Function of Perceptions and Attributions." Journal of Educational Psychology 76.4 (1984).
Views: 58498 Demystifying Medicine
The belief in learning styles is so widespread, it is considered to be common sense. Few people ever challenge this belief, which has been deeply ingrained in our educational system. Teachers are routinely told that in order to be effective educators, they must identify & cater to individual students' learning styles; it is estimated that around 90% of students believe that they have a specific learning style but research suggests that learning styles don't actually exist! This presentation focuses on debunking this myth via research findings, explaining how/why the belief in learning styles is problematic, and examining the reasons why the belief persists despite the lack of evidence. Dr. Tesia Marshik is an Assistant Professor of Psychology at the University of Wisconsin-La Crosse. Her research interests in educational psychology include student motivation, self-regulation, and teacher-student relationships. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 568707 TEDx Talks
Note: Recent Research has disputed the effectiveness of learning styles: The idea of this video is to take Gardner's Multiple Intelligences and use them as student learning styles, although Gardner specifically says learning styles are NOT multiple intelligences Get your Learning Styles Classroom Posters at TPT Store: https://www.teacherspayteachers.com/Product/Learning-Styles-Classroom-Posters-Multiple-Intelligences-3557244 Student learning styles and multiple intelligences are described and explored in this video. Seven different learning styles are described in detail and explained fully for teachers and educators in all grade levels and disciplines. This video gives credit to howard gardner and his work on multiple intelligences. The video also explains why multiple intelligences are so important to classroom teachers. The first learning style mentioned is the interpersonal learner also known as the social learner. That is followed by the opposite type of learner, which is the intrapersonal learner, sometimes called the solitary learner. Other learning styles included are kinesthetic (physical), verbal or linguistic, auditory or aural, logical or mathematical, and visual. Definition and theory surrounding multiples intelligences are provided throughout along with with suggestions that educators can make to improve their instruction for these students. Other videos in teachings in education playlists are designed for classroom teachers to learn as much as they can, grow as a teacher, and advance in their career of education.
Views: 79094 Teachings in Education
The learning styles myth. Are you a visual learner? Or auditory or kinesthetic? Who cares - it's all a complete myth! What student doesn't know about learning styles? You've probably even taken a learning style quiz or questionnaire to confirm the best way for you to study and learn. Unfortunately, despite the concept of learning styles being around since the 1970's, the latest academic research now shows learning styles don't exist. Want to learn more? Check out the links below or simply Google 'learning styles myth' - and then start spreading the word! http://www.danielwillingham.com/learning-styles-faq.html https://sciencebasedmedicine.org/brain-based-learning-myth-versus-reality-testing-learning-styles-and-dual-coding/ http://nymag.com/scienceofus/2015/12/one-reason-the-learning-styles-myth-persists.html https://www.psychologytoday.com/blog/motivate/201509/which-common-educational-myth-limits-student-achievement How SHOULD you study? Learn about the top 6 study strategies recommended by academic research here: https://www.youtube.com/watch?v=CPxSzxylRCI As always, if you'd like to learn more about best-practice memorization techniques for memorizing absolutely anything, head over to our website at https://www.memorize.academy for more one-of-a-kind video training. Join Memorize Academy on Facebook at https://www.facebook.com/MemorizeAcademy
Views: 39799 Memorize Academy
Ace any exam with these study tips! How To Learn Faster: https://youtu.be/B9SptdjpJBQ 7 Exam Anxiety Tips: https://youtu.be/FyBdA61GmJ0 Check out TD http://td.com/student SUBSCRIBE (it's free): http://bit.ly/asapsci GET THE ASAPSCIENCE BOOK: http://asapscience.com/book/ Written by Amanda Edward, Gregory Brown and Mitchell Moffit FOLLOW US! Instagram and Twitter: @whalewatchmeplz and @mitchellmoffit Clickable: http://bit.ly/16F1jeC and http://bit.ly/15J7ube AsapINSTAGRAM: https://instagram.com/asapscience/ Facebook: http://facebook.com/AsapSCIENCE Twitter: http://twitter.com/AsapSCIENCE Tumblr: http://asapscience.tumblr.com Vine: Search "AsapSCIENCE" on vine! SNAPCHAT 'whalewatchmeplz' and 'pixelmitch' Created by Mitchell Moffit (twitter @mitchellmoffit) and Gregory Brown (twitter @whalewatchmeplz). Send us stuff! ASAPSCIENCE INC. P.O. Box 93, Toronto P Toronto, ON, M5S2S6 Further Reading:  http://www.wsj.com/articles/SB10001424052970204644504576653004073453880  http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best- and-worst-learning-techniques/  http://college.usatoday.com/2014/07/29/aiming-for-an-a-study-habits-you- should-adopt-and-avoid/  http://www.psychologicalscience.org/index.php/news/releases/which-study- strategies-make-the-grade.html  http://www.csc.edu/learningcenter/study/studymethods.csc  http://www.educationcorner.com/habits-of-successful-students.html  http://www.nytimes.com/2014/09/07/magazine/why-flunking-exams-is- actually-a-good-thing.html?_r=0  http://www.opencolleges.edu.au/informed/features/how-does-the-brain-learn- best-10-smart-studying-strategies/  https://news.usc.edu/71969/studying-for-finals-let-classical-music-help/  http://psych.wustl.edu/memory/nestojko/NestojkoBuiKornellBjork(2014).pdf  http://www.educationcorner.com/habits-of-successful-students.html
Views: 9931788 AsapSCIENCE
"From Theory to Reality" is TEDxGuelphU's 7th event that took place on January 23, 2016 at Lakeside Hope House in Downtown Guelph. Anita obtained her Bachelor of Science degree in Biochemistry from the University of Guelph, where she was a President’s Scholar, 3M National Student Fellow, and Millennium Award Laureate. She is currently pursuing a Master of Science in Health Science Education at McMaster University. Anita was highly involved in the University of Guelph community as a writing peer helper, academic support facilitator, and a member of student government. Her research and commentary on modern pedagogical practices, the relevance of the post-secondary education sector, and experiential and skills-based learning have been featured in several peer-reviewed publications and at both national and international conferences on teaching and learning. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 14549 TEDx Talks
Sending "Learning Styles" Out of Style — explains how education research debunks the myth that teaching students in their preferred styles (e.g. “visual learners,” “auditory learners”) is an effective classroom practice. Explore the research: http://s.si.edu/1IwH5zS Credits: http://s.si.edu/1SGMX0J ---- If you enjoyed our Good Thinking! videos, share them with a friend, colleague, or a teacher in your life. And be sure to connect with us online! Our Website: http://s.si.edu/1RtrHsO STEMVisions Blog: http://s.si.edu/1de3GIH Facebook: http://s.si.edu/1Hc9Rt0 Twitter: http://s.si.edu/1GmsSVR Pinterest: http://s.si.edu/IJtdLq Google+: http://s.si.edu/1SGMzzj
Views: 37499 Smithsonian Science Education Center
In this video, Dr. Nish Sonwalkar explains the difference between learning styles and learning strategy, and present argument that for success of adaptive learning we need learning strategies not learning styles. The adaptive learning systems need learning strategies where the content is presented with a cognitive learning process. The research suggests learning styles do not have strong correlation for higher success of online learning, buy the learning strategies do show strong correlation to the success of Adaptive Learning Systems.
Views: 3965 Sonwalkar Nish
Discover your learning style within the VAK learning styles. A free learning style test.
Views: 71 Student Success Space
Do you teach students learning styles at your school, or in your classroom or coaching sessions? Do you assume -- as many educators do -- that knowing your learning style can help you study and learn more effectively? Well, the research shows that this is not necessarily true! In this video I make the case for why we should all stop teaching learning styles -- or at the very least, tweak the way we teach them. If you’re interested in learning more about Gretchen Wegner or The Anti-Boring Approach to Powerful Studying click here: https://gretchenwegner.com/the-anti-boring-approach/
Views: 150 Gretchen Wegner Academic Coaching
A lot of times, research papers don't have an associated codebase that you can browse and run yourself. In cases like that, you'll have to code up the paper yourself. That is easier said than done, and in this video i'll show you how you should read and dissect a research paper so you can quickly implement it programmatically. The paper we'll be implementing in this video is called Neural Style transfer, that applies artistic filters to an image using 3 loss functions. Its a great starting point, i'll demo it using code, animations, and math. Enjoy! Code for this video: https://github.com/llSourcell/Research_to_Code Please Subscribe! And like. And comment. That's what keeps me going. Want more education? Connect with me here: Twitter: https://twitter.com/sirajraval Facebook: https://www.facebook.com/sirajology instagram: https://www.instagram.com/sirajraval Linkedin: https://www.linkedin.com/in/sirajraval/ github + code website is: http://www.gitxiv.com/ More learning resources; https://www.youtube.com/watch?v=-mu3TYZ_udM&t=2s https://www.youtube.com/watch?v=SHTOI0KtZnU https://medium.com/artists-and-machine-intelligence/neural-artistic-style-transfer-a-comprehensive-look-f54d8649c199 https://github.com/anishathalye/neural-style Join us in the Wizards Slack channel: http://wizards.herokuapp.com/ And please support me on Patreon: https://www.patreon.com/user?u=3191693 Signup for my newsletter for exciting updates in the field of AI: https://goo.gl/FZzJ5w
Views: 32444 Siraj Raval
The RCLC is a comprehensive academic and learning center that enables students to maximize their university experience, achieve academic success, enhance or develop strong leadership skills and prepare for their future careers. This video will help you recognize your learning style.
Views: 81 Russell Conwell LearningCenter
Two new research studies have revealed dramatic improvements in learning outcomes when the Herrmann Brain Dominance Instrument® and a Whole Brain® approach were incorporated into learning design and teaching methods. The April 2010 issue of the BrainBytes™ newsletter discusses this research along with the latest news in Whole Brain® Thinking. http://www.hbdi.com/brainbytes/april_10.html
Views: 1181 herrmannintl
“I am an auditory learner, and this class doesn’t fit my learning style!” We’ve all heard that before from either a friend or the student sitting beside us in class. The topic of learning styles is a controversial one in the field of pedagogy, i.e. the teaching methods and practises. Generally, students categorize themselves as one of the following types of learner: visual, auditory, verbal, or kinesthetic. However, the idea that students learn best when they receive information in their preferred learning style is extremely flawed. Currently, there is no scientific research that supports the existence of learning styles. This video will discuss where this (incorrect!) theory branched from, and why it continues to be popular among educators and students - despite the lack of support. From there, we will delve into scientific studies that show that matching teaching styles to a specific learning style does not improve the outcomes. With this, we hope to enlighten students and educators about ways to enhance learning inside and outside the classroom! This video was created by McMaster Demystifying Medicine students Shara Chowdhury, Vanessa Miranda, Mishaal Qazi, and Peter Tso Copyright McMaster University 2017 References: Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated. Chicago Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171. Knoll, A. R., Otani, H., Skeel, R. L., & Van Horn, K. R. (2017). Learning style, judgements of learning, and learning of verbal and visual information. British Journal of Psychology, 108(3), 544-563. Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesimultimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in psychology, 6. Stahl, S. A. (1999). Different Strokes for Different Folks? A Critique of Learning Styles. American educator, 23(3), 27-31.
Views: 270 Demystifying Medicine
Video abstract of original research type paper “Learning styles among first professional northern and central India medical students during digitization” published in the open access journal Advances in Medical Education and Practice by authors Parashar R, Hulke S, Pakhare A. Background: Learning style is an individual’s natural or habitual pattern of acquiring and processing information in learning situations. Different sensory modalities are used by different types of medical students for assimilating the knowledge and information. Currently, the usage of electronic tools for teaching is widespread that can influence learning styles. Methods: The purpose of this study was to know the pattern of learners among first- and second-year medical students from different institutions in India. For this purpose, we have used latest English Version 7.0 of the Visual-Aural-Read/write-Kinesthetic. Results: Analysis was carried out using the IBM SPSS Version 21 software. Numerical variables were summarized by mean and SD or median and IQR as appropriate. Differences in scores among Visual-Aural-Read/write-Kinesthetic-learning styles were tested by Friedman’s test with post hoc pair wise comparison. Pattern of learning styles was different, and it was statistically significant (P<0.001). In this study, aural (median score 6) and kinesthetic (median score 6) styles were preferred. Pair-wise comparisons revealed that each style was different from each other except kinesthetic and aural. Conclusion: Results of the study suggest that to improve learning, one should try to use multimodal styles with special emphasis given to auditory and kinesthetic modes especially among first professionals in medical education during digitization. Read the full paper here https://www.dovepress.com/learning-styles-among-first-professional-northern-and-central-india-me-peer-reviewed-article-AMEP
Views: 61 Dove Medical Press
MIT 5.95J Teaching College-Level Science and Engineering, Fall 2015 View the complete course: http://ocw.mit.edu/5-95JF15 Instructor: Janet Rankin This class explores the value and impact of active learning techniques in the classroom. License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu
Views: 11033 MIT OpenCourseWare
If you want to cut your study time, using the Feynman Technique is a great way to do it. Named after the physicist Richard Feynman, it revolves around explaining a concept in simple language as if you were teaching it to someone else. In this video, I'll show you exactly how to use the Feynman Technique. Want examples? You can find them here: https://collegeinfogeek.com/feynman-technique/ My book "10 Steps to Earning Awesome Grades" is completely free, so check it out if you're interested in improving your grades! http://collegeinfogeek.com/get-better-grades/ ---------- Videos you might want to watch next: 5 Tips for Acing Multiple Choice Tests: https://www.youtube.com/watch?v=Q1y8c_MZYvE The Most Powerful Way to Remember What You Study: https://www.youtube.com/watch?v=eVajQPuRmk8 ---------- If you want to get even more strategies and tips on becoming a more productive, successful student, subscribe to my channel right here: http://buff.ly/1vQP5ar Twitter ➔ https://twitter.com/tomfrankly Instagram ➔ https://instagram.com/tomfrankly ~ created by Thomas Frank Music: "Nola" by Broke for Free: http://brokeforfree.com/ Graphics: https://paper.dropbox.com/doc/081-The-Feynman-Technique-tKx0c7JzZ6rzkraWIZ1Bm My wallpaper: http://i.imgur.com/M6tL2a8.png
Views: 3567995 Thomas Frank
How many ways are there to teach or learn a language? What materials, techniques, tools, approaches and attitudes are involved? How can we know which combination is best for a particular learner in a particular context? This presentation will outline what pedagogy research involves and what insights it brings to CUP ELT, our partners and our customers. Attendees will leave this session with a better understanding of how pedagogical research informs the process of designing CUP’s courses and support services. Filmed during the Cambridge University Press ELT 'Better Learning' conference, August 2016.
Views: 11657 Cambridge University Press ELT
Matthew Peterson, CEO of MIND Research Institute, speaks at TEDx Orange Coast, explaining how words are great barriers to learning for a majority of students. His own struggles with dyslexia and inspiration from Albert Einstein led him to ask the question: can we teach math without words? MIND Research Institute has created a visual approach to learning and teaching math with its ST Math Software. Through visual math games that are interactive with visual feedback, students learn math with amazing results. ST Math software utilizes years of neuroscience research that teaches kids how to excel in math problem solving utilizing the students spatial temporal reasoning abilities in a language independent visually driven software platform. Matthew's cutting-edge teaching methods are currently benefiting over 1,200,000 students in 3,200 schools across the United States. Learn more and play ST Math: https://www.stmath.com/ ----------- About MIND: MIND Research Institute is a social benefit organization dedicated to ensuring that all students are mathematically equipped to solve the world's most challenging problems. Learn more about MIND Research Institute: http://www.mindresearch.org ------------ Join the learning community on social media! MIND Twitter: https://twitter.com/mind_research ST Math Twitter: https://twitter.com/jijimath Facebook: https://www.facebook.com/JiJiMath/ Pinterest: https://www.pinterest.com/jijimath/ LinkedIn: https://www.linkedin.com/company/mind-research-institute/
Views: 333547 MIND Research Institute
How to study effectively with 6 essential skills. Boost your study performance with strategies recommended by science - The ANSWER Method. These tips are for high school or university students preparing for exams or wanting to learn more effectively. For free downloadable posters about these six strategies for effective learning, click this link - https://www.dropbox.com/s/sofzb2m3sqzwvlv/6%20Strategies%20for%20Effective%20Learning.pdf?dl=1 This video is a collaboration between The Learning Scientists (http://www.learningscientists.org/) and Memorize Academy (https://www.memorize.academy). EXAMPLES of specific Elaboration questions from MATH You're studying calculus. The topic is “derivatives”. How do derivatives work? Well, they are the rate of the change. How does that work? You take a look at one point, then you take a look at a prior point, over some interval. And then you take the difference divided by the interval. As that interval approaches zero, you have the instantaneous rate of change. Why does this happen? Because “instantaneous” means that the interval is nothing. SCIENCE Imagine you are studying neural communication, maybe in a biology, neuroscience, or psychology class. How does neural communication work? If we look at one neuron, the dendrites receive messages from many other neurons, and then the messages converge in the soma. If there is enough of a positive charge within the soma, then an action potential will occur, and an electrical signal goes down the axon. When the signal reaches the terminal buttons, neurotransmitters release into the synapse where they communicate with the dendrites of the next neuron. Why does this happen? The neurotransmitters are chemicals that allow neurons to communicate with one another. The pattern of activation among different neurons (which neurons fire, how quickly, what neurotransmitters they release) determines the message in your brain. You might then ask, how does the axon work? The axon is a long tail-like structure that produces the electrical signal. How does the signal travel? The axon is covered in myelin sheath, a fatty substance that insulates the axon. The myelin sheath works like the rubber around the cord of an electrical appliance, and it serves to make the electricity travel faster. Why have myelin sheath? Because we need our neurons to be able to send signals fast, since we need to be able to react, make decisions, move quickly, perceive feeling in our skin instantly, etc. Make sure to compare ideas to learn how they are similar and different. For example, an axon and terminal buttons are both parts of a neuron; but, the axon sends an electrical signal while the terminal buttons release chemicals. Both Schizophrenia and Parkinson’s disease are related to the neurotransmitter dopamine, but Schizophrenia is the result of too much dopamine while Parkinson’s disease is the result of too little dopamine. Also, try to make connections to your own memories or experiences, and compare ideas to learn how they are similar and different. We already made the connection from myelin sheath on axons to the rubber on cords to electrical appliances. Here is another example: a family member or close friend who suffers from Schizophrenia disease is suffering from too much dopamine. This means that too much dopamine is being released, by the terminal buttons, into the synapse. A doctor could give them a drug to reduce the dopamine in their brain, called a dopamine antagonist. If too much of this drug is used, the patient might begin developing symptoms similar to Parkinson’s disease. How would a dopamine antagonist work? … continue asking yourself elaborative questions! HISTORY Imagine you’re studying World War II, and the attack on Pearl Harbor. You could ask yourself, how did this attack happen? On December 7, 1941, the Imperial Japanese Navy attacked the United States Naval Base at Pearl Harbor. The attack included Japanese fighter planes, bombers, and torpedo planes. Why did this happen? The Japanese intended to destroy the United States’ Pacific Fleet so that it could not interfere with Japanese operations. Here you could also ask another type of question: What was the result of this historic event? Well, Japanese casualties were light, while they damaged eight U.S. Navy battleships. The Arizona was among those that the Japanese sunk, and was not raised from the shallow water. U.S. aircrafts were also destroyed, and 2,403 Americans were killed (1,178 were injured). Why is this event important? The day after the attack, Roosevelt delivered his Infamy Speech, the United States declared war on Japan, and Japanese-Americans were then relocated to internment camps. You could then go on: how did the U.S. enter the war? How did the Pearl Harbor attack lead up to the release of the atomic bomb? How did the war end? And so on. There are so many ways to explain the idea and add details!
Views: 2088250 Memorize Academy
Japanese people are known for their intelligence, politeness, and wellness. Why is this nation so unique and different from the rest of the world? It seems we’ve found the answer – they have an incredibly cool education system and unique teaching methods! There is a unique method in Japanese schools for developing creativity in kids. We believe that the whole world needs to adopt it! It’s called “Nameless paints.” In this video, we'll tell you how it works. Watch till the end – there is a small but brilliant bonus for you. Other videos you might like: 15 Examples of Japanese Etiquette That Will Drive You Crazy https://www.youtube.com/watch?v=SR-H7yr9Ceo& Why Japanese Are So Thin According to Science https://www.youtube.com/watch?v=jxsnYsA549Y& 8 Japanese Parenting Rules All Kids Need https://www.youtube.com/watch?v=X_gnpIs8qMo& TIMESTAMPS: “Nameless paints” 0:34 Manners before knowledge 2:58 The academic year starts on April 1st 3:33 Students clean their school themselves 4:18 School lunch is provided on a standardized menu 4:59 After-school workshops are very popular 5:32 Students learn Japanese calligraphy and poetry 6:15 Students have to wear school uniform 6:50 The school attendance rate is about 99.99% 7:23 A single test decides the students’ futures 7:55 College years are the best ’holidays’ in life 8:32 SUMMARY: - “Nameless paints” includes ten tubes that don’t have color names such as “yellow,” “blue,” or “green.” Instead, there are only spots of a particular color or colors on each tube. As you can see, the spots are also different sizes. - In Japanese schools, students don’t take any exams until they reach grade four (the age of 10). The goal for the first three years of school is not to judge the child’s knowledge, but to establish good manners and to develop their character. - While most schools in the world begin their academic year in September or October, in Japan, it is April that marks the start of the academic and business calendar. The first day of school often coincides with one of the most beautiful natural phenomena — the time of cherry blossom. - In Japanese schools, students have to clean the classrooms, cafeterias, and even toilets all by themselves. Most Japanese schools do not employ janitors or custodians. - All classmates eat in their classroom together with the teacher. This helps build positive teacher-student relationships. - To get into a good junior high school, most Japanese students enter a preparatory school or attend private after-school workshops. - Japanese calligraphy, or Shodo, involves dipping a bamboo brush in ink and using it to write hieroglyphs on rice paper. - While some schools have their attire, traditional Japanese school uniform consists of a military style for boys and a sailor outfit for girls. - At the end of high school, Japanese students have to take an exam that determines their future. A student can choose one college they would like to go to, and that college has a particular score requirement. - Having gone through ‘examination hell,’ Japanese students usually take a little break. In this country, college is often considered the best years of a person’s life. Sometimes, Japanese people call this period a ‘vacation’ before work. Subscribe to Bright Side : https://goo.gl/rQTJZz For copyright matters please contact us at: [email protected] ---------------------------------------------------------------------------------------- Our Social Media: Facebook: https://www.facebook.com/brightside/ Instagram: https://www.instagram.com/brightgram/ 5-Minute Crafts Youtube: https://www.goo.gl/8JVmuC ---------------------------------------------------------------------------------------- For more videos and articles visit: http://www.brightside.me/
Views: 1738590 BRIGHT SIDE
References Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education. 13 (3). Pp.308 - 333. Drago, W., and Wagner, R. (2004). VARK preferred learning styles and online education. Management Research News. 27(7). Pp. 1-13. Fleming, N (2012) The Case Against Learning Styles: “There is no evidence…”, Available at:http://vark-learn.com/wp-content/uplo... (Accessed: 08.04.2018) Fleming, N., and Baume, D. (2006). Learning styles again: varking up the right tree!, Education Developments, SEDA Ltd, 7(4), pp.4-7 Fleming, N.D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, 137-155 Fridley, W., and Fridley, C. (2010). Some problems & peculiarities with the learning styles rhetoric and practice. Journal of Philosophy & History of Education. Pp. 21-27. Hawk, T., and Shah, A. (2007). Using Learning Style Instruments to Enhance Student Learning. Decision Sciences Journal of Innovative Technology. 5 (1). Pp. 1-19. Jarrett, C. (2018). ‘Another nail in the coffin for learning styles - students did not benefit from studying according to their supposed learning style’, The British Psychological Society: Research Digest, 3rd April. Available at: https://digest.bps.org.uk/2018/04/03/... (Accessed: 11.04.2018). Klement, M. (2014). How do my students study? An analysis of students’ educational disciplines favorite learning styles according to VARK classification. Procedia - Social and Behavioural Sciences. Pp. 384 – 390 Mary, K., and Rogers, A (2009). A preliminary investigation and analysis of student learning style preference in further and higher education, Journal of Further & Higher Education, pp.13-21. Murphy, R., Gray, S., Straja, S., and Bogert, M. (2004). Student learning preferences and teaching implications: Educational Methodologies. Journal of Dental Education. 68 (8). Pp 859 - 866. Available at: http://citeseerx.ist.psu.edu/viewdoc/... [Accessed 26/03/2018]. Tulbure, C. (2011). Do different learning styles require differentiated teaching strategies? Procedia - Social and Behavioural Sciences. Pp. 155-159. Available at: https://ac.els-cdn.com/S1877042811000... (Accessed 26/03/2018).
Views: 42 Bridie Chatfield
Collaboration. Communication. Critical thinking. Creativity. - Should be present in all classrooms. Joe Ruhl received his bachelors and masters degrees at Purdue University and he has been sharing the joys of biology with kids for 37 years. He presently teaches Biology, Genetics, and Science Research courses at Jefferson High School in Lafayette, Indiana. Joe and his wife Gail have two children and two grandchildren. The National Association of Biology Teachers named Joe Ruhl the Outstanding Biology Teacher of Indiana in 1987. In 1988 he was awarded a Golden Apple Teaching Award by the Lafayette, Indiana Chamber of Commerce. In 1989 he was honored at the White House as Indiana’s recipient of the Presidential Award for Excellence in Science Teaching. In 1996 he received the Purdue University College of Science Distinguished Alumnus Award for Excellence in K-12 Science Teaching. In 2004 he was awarded the Purdue College of Education’s Crystal Apple Teaching Award. And in 2012 he was honored with the Shell National Science Teaching Award. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
Views: 1221986 TEDx Talks
This is an example of the adaptive system that predicts the preferential learning style of learners based upon Felder Silverman Learning Style Model and provides the preferred learning contents among learners according to learner's learning style (i.e. adaptive feature). The developed system shows the results by applying data mining technique in the student-related data comes from Moodle LMS, Kathmandu University. This project was conducted in Digital Learning Research Lab (DLR-Lab) at Kathamdu University, Nepal
Views: 96 rabin shrestha
These study strategies go beyond the basics - memorization techniques, methods of fighting procrastination by hacking akrasia, a way to win the respect of your professors, and more. My book "10 Steps to Earning Awesome Grades" is now out and it's free! Get it here: http://collegeinfogeek.com/get-better-grades/ If you want to get even more strategies and tips on becoming a more productive, successful student, subscribe to my channel right here: http://buff.ly/1vQP5ar Connect with me on Twitter! https://twitter.com/TomFrankly Companion blog post with notes and resource links: http://collegeinfogeek.com/8-advanced-study-tips/
Views: 2346880 Thomas Frank
Get smart with Brilliant: https://brilliant.org/asapscience Subscribe: http://bit.ly/asapsci The 9 BEST Scientific Study Tips: https://youtu.be/p60rN9JEapg Created by: Mitchell Moffit and Gregory Brown Written by: Rachel Salt & Mitch Moffit Illustrated by: Max Simmons Edited by: Sel Ghebrehiwot FOLLOW US! Instagram and Twitter: @whalewatchmeplz and @mitchellmoffit Clickable: http://bit.ly/16F1jeC and http://bit.ly/15J7ube AsapINSTAGRAM: https://instagram.com/asapscience/ Facebook: http://facebook.com/AsapSCIENCE Twitter: http://twitter.com/AsapSCIENCE Tumblr: http://asapscience.tumblr.com SNAPCHAT US 'whalewatchmeplz' and 'pixelmitch' Created by Mitchell Moffit (twitter @mitchellmoffit) and Gregory Brown (twitter @whalewatchmeplz). Send us stuff! ASAPSCIENCE INC. P.O. Box 93, Toronto P Toronto, ON, M5S2S6 References- Expecting to teach enhances learning and organization of knowledge in free recall of text passages. https://www.ncbi.nlm.nih.gov/pubmed/24845756 The Pen Is Mightier Than the Keyboard http://journals.sagepub.com/doi/abs/10.1177/0956797614524581 Sleep makes relearning faster and longer-lasting https://www.eurekalert.org/pub_releases/2016-08/afps-smr081916.php Want to Learn a New Skill? Faster? Change Up Your Practice Sessions http://www.hopkinsmedicine.org/news/media/releases/want_to_learn_a_new_skill_faster_change_up_your_practice_sessions Mnemonic vocabulary instruction: Additional effectiveness evidence http://www.sciencedirect.com/science/article/pii/0361476X92900565?via%3Dihub The production effect: delineation of a phenomenon. https://www.ncbi.nlm.nih.gov/pubmed/20438265 The Production Effect in Memory: Evidence That Distinctiveness Underlies the Benefit https://www.ncbi.nlm.nih.gov/pubmed/20804284 Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. https://www.ncbi.nlm.nih.gov/pubmed/17392928 Exercise holds immediate benefits for affect and cognition in younger and older adults. https://www.ncbi.nlm.nih.gov/pubmed/23795769 Subjective thirst moderates changes in speed of responding associated with water consumption http://journal.frontiersin.org/article/10.3389/fnhum.2013.00363/full
Views: 3957845 AsapSCIENCE
One current brain myth posits that if students are struggling to learn, it might be because they are not being taught in a mode that meshes with their preferred learning style. As such, educators and professional development leaders devote time and resources assessing students’ learning styles and developing instruction to match. But research shows that educators may actually be doing a disservice to learners by continually accommodating their learning-style preferences. In this webinar, find out more about the science behind learning styles and discover the many free resources available for educators on BrainFacts.org. Moderator: Terrence Sejnowski, PhD Speaker: Beth A. Rogowsky, Ed.D. (Aired October 17, 2016)
Views: 4415 BrainFacts.org
Did you know that learning styles do not exist? Watch the inaugural video in The Learning Accelerator's new series, IgnitED Research, to dive into the research and hear from a practitioner about the myth of learning styles.
Views: 170 The Learning Accelerator (TLA)
VIDEO LINK = https://www.youtube.com/watch?v=wJRF2A4siTI Lecture of American Teacher Frances Westbrook at English Teachers Research Center (ETRC), in Kyiv, Ukraine. Teacher Training Workshop. February 22-nd, 2011, from 4:00 -- 5:30 PM Workshop: Perceptual Learning Styles and Multiple Intelligences Presenter: Frances Westbrook, Regional English Language Officer, U.S. Embassy-Kyiv (Ukraine). This workshop examined different learning styles and intelligences, as well as examined their implications for our students and our classroom practice. During practical questions all participants identified their own learning styles, and took part in demonstrations of classroom activities which support various intelligences.
RECOMMEND USING UPDATED "APA Format in Word - in 4 Minutes V2" https://www.youtube.com/watch?v=qZVIa2sTbpM Format basic APA documents in Word in 4 minutes. Really. This is a visual approach to writing APA in Word. At the end you'll find the steps used, which you can copy or screen print. Created for my college students, but shared in the hope that it helps others. If you have an earlier version of Word, just look for the same keywords, such as "different first page". Other how-to APA topics, such as citations and references, will appear in subsequent videos.
Views: 1010273 Colin Murphy, Ed.D.
Abstract Learning styles (innate learner preferences for content delivered via instructional methods that are visual, auditory, kinesthetic, etc.) seem ubiquitous in education. In this webinar, we will debunk the myth of learning styles, discussing the available research and data. Description The notion of learning styles, sometimes known as the meshing hypothesis (see: https://www.tcsedtech.com/blog/avoid-the-sizzle-go-for-the-steak), seems to universally permeate education - whether k-12, higher ed, or corporate training & development. The concept of learning styles is that if a learner’s innate preference favors a visual approach, then the teacher should work to present the material in a visual manner and eschew other tactics, such as lecturing or lab work. This teacher might look for a relevant video or utilize visual aids. Whatever the innate learning preference, the teacher will work to accommodate the student. Learning styles are commonly cited in blog posts and literature on teaching and learning. Over the years, people have suggested dozens of different learning styles. However, many of the empirical studies that have sought to establish the validity of the meshing hypothesis either cannot confirm the validity, or conclude that it is not a valid educational construct. Many researchers and industry leaders are now touting the meshing hypothesis as a spurious educational fallacy. In this webinar, we will review the data, discuss the implications of learning styles, and examine empirically-supported alternatives to the meshing hypothesis. Learning Objectives 1. Review the research about learning styles 2. Explore alternatives to the meshing hypothesis Presenter Bio: Sean Nufer is the Director of Educational Technology at TCS Education System.
Views: 183 TCSEd Tech
Learning styles affecting teaching methods is about the teacher's learning style and teaching method being supported by each other. Research has shown that the way a teahcer presents a lesson to the students, most of the reason is because of the teachers learning style. A teacher will teach the way they learned it best. Most teachers think that it doesn't matter at first, but when they think about it, they change their answer.
Views: 129 Alex Watkins
This video is about Inquiry-Based Learning. In The Order of Phoenix, the fifth of the Harry Potter series, Dolorus Umbridge takes over as the Defense Against the Dark Arts teacher and instantly transforms the class into a textbook-based class focused on passing the standardized tests. When Harry questions whether this will prepare them for the chaos of fighting against Vold . . . err . . . um . . . he who must not be named . . . Umbridge punishes him and he ends up forming his own school within a school called Dumbledore’s Army. Dumbledore’s Army is purely inquiry-based. While Harry is the teacher, he is mostly a guide on the side, empowering the students to ask questions and find the answers themselves. They rely on each other and on various spell books to solve problems and answer their questions. While the process might seem messy compared to Umbridge’s approach, the students learn at a rapid pace because they aren’t wasting time repeating what they already know. This is an example of inquiry-based learning. Although since it takes place in the UK, it’s probably enquiry-based learning. History of Inquiry-Based Learning Inquiry-based learning has existed for thousands of years. Socrates and Confucius both used variations on an inquiry-based format. It’s a critical component of the scientific method of the early enlightenment and it was a core idea within both Dewey and Montessori’s notions of student-centered learning. Pedaste shares a model of the four phases of inquiry. It starts with orientation, which is often a discussion. From there, it moves into conceptualization, where students generate questions and define a hypothesis. This leads to investigation, where students explore, experiment, and interpret data, often in a way that is flexible and dynamic. Finally, they move into a a conclusion. Heather Banchi and Randy Bell define four different types of inquiry that you can view on a spectrum from teacher-centered / structured to learner-centered / open. Level 1 is Confirmation Inquiry, where the teacher teachers the concepts, creates the questions, and models the process for students. Level 2: is Structured Inquiry, where the teacher creates the initial questions and shares the procedures then walk through the rest of the inquiry process by collecting and analyzing data and drawing conclusions. Level 3 is Guided Inquiry, where the teacher provides the research questions but students own the research or experimentation process. Level 4 is Open/True Inquiry. Here students formulate their own questions, design their own experiments or research, collect their own data, and share their findings. According to Banchi and Bell, teachers should start with levels 1 and 2 and use those as scaffolding, so that students can learn the inquiry process. Here are a few places you can start with inquiry-based learning. In language arts or social studies, you can do a wonder-day or wonder week project, where students develop their own questions and move through the inquiry process. You can also do a Genius Hour project, where students not only ask their own questions but design their own product as a result. In math, you can have students explore a concept and develop their own problems. And in science, you could do a science fair project or a myth-buster style approach to testing an urban legend. If we want students to own their learning, we need them to remain curious. And this is why inquiry-based learning is so valuable. SOURCES: National Institute for Health. (2005). Doing Science: The Process of Science Inquiry. http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm Bell, T.; Urhahne, D.; Schanze, S.; Ploetzner, R. (2010). "Collaborative inquiry learning: Models, tools, and challenges". International Journal of Science Education. 3 (1): 349–377. Bibcode:2010IJSEd..32..349B. Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32. *Note that this is a great work from Bruner, who is one of my favorite theorists
Views: 43865 John Spencer
English Teachers Research center, Kyiv, Ukraine. Teacher Training Workshop. February 22-nd, 2011, Workshop: Perceptual Learning Styles and Multiple Intelligences Presenter: Frances Westbrook, Regional English Language Officer, U.S. Embassy-Kyiv (Ukraine). This workshop examined different learning styles and intelligences, as well as examined their implications for our students and our classroom practice. During practical questions all participants identified their own learning styles, and took part in demonstrations of classroom activities which support various intelligences.
This video offers an accessible introduction to the basics of how Learning Classifier Systems (LCS), also known as Rule-Based Machine Learning (RBML), operate to learn patterns and make predictions. To simplify these concepts, we have focused on a generic ‘Michigan-style LCS’ algorithm architecture designed for supervised learning. The example algorithm described in this video is probably closest to the UCS algorithm described by Bernadó-Mansilla and Garrell-Guiu in their 2003 publication. However, the modern concept of the LCS algorithm is the result of founding work by John Henry Holland (https://en.wikipedia.org/wiki/John_Henry_Holland) While this video focuses on how the algorithm itself works, here we provide a brief background on why LCS algorithms are valuable and unique compared to other machine learning strategies. LCSs are a family of advanced machine learning algorithms that learn to represent patterns of association in a distributed, piece-wise fashion. These systems break down associations between independent and dependent variables into simple ‘IF:THEN’ statements. This makes them very flexible and adaptive learners that can approach data in a model free and assumption free manner. Research and development of LCS algorithms was initially focused on reinforcement learning problems such as behavior modeling, but in the last decade, the advantages of applying these systems as supervised learners has become clear. In particular LCS algorithms have been demonstrated to perform particularly well on the detection, modeling and characterization of complex, multi-variate, epistatic, or heterogeneous patterns of association. Additionally, LCS algorithms are naturally multi-objective (accuracy, and generality), niche learners, and can easily be thought of as implicit ensemble learners. Furthermore, LCSs can be adapted to handle missing data values, imbalanced data, discrete and continuous features, as well as binary class, multi-class, and regression learning/prediction. The flagship benchmark problem for these systems has traditionally been the n-bit multiplexer problem. The multiplexer is a binary classification problem that is both epistatic and heterogeneous where no single feature is predictive of class on its own. This benchmark can be scaled up in dimensional complexity to include the 6-bit, 11-bit, 20-bit, 37-bit, 70-bit, and 135-bit variations. Most other machine learners struggle, in particular, with heterogeneous relationships. As of 2016, our own LCS algorithm, called ‘ExSTraCS’ was still the only algorithm in the world to report having the ability to solve the 135-bit multiplexer problem directly. For a complete introduction, review, and roadmap to LCS algorithms, check out my review paper from 2009: http://dl.acm.org/citation.cfm?id=1644491 The first introductory textbook on LCS algorithms (authored by Will Browne and myself) will be published by 'Springer' this fall: (link will be found here once it's available) To follow research and software developed by Ryan Urbanowicz PhD on rule-based machine learning methods or other topics, check out the following links. http://www.ryanurbanowicz.com https://github.com/ryanurbs To follow research and software development by Jason H. Moore PhD, and his Computation Genetics Lab at the University of Pennsylvania’s Institute for Biomedical Informatics, check out the following links. http://epistasis.org/ http://upibi.org/
Views: 6640 ryan urbanowicz
It can be an easy excuse to explain away poor grades.But a new study claims that having a 'different learning style' isn't a legitimate reason for failing to learn.In fact, scientists believe it's a myth that some people learn better using different methods, such as 'visual learning.'Despite this, as many as 96 per cent of teachers subscribe to the idea of learning styles.In recent years, the idea of different 'learning styles' improving academic results has come under fire from experts.The basic premise of the long-standing theory is that 'visual learners' learn best through seeing, 'auditory learners' learn best through hearing and 'kinesthetic learners' learn best through touching.But according to the authors of the new study, from Indiana University, there is little evidence to back up the claim that learning styles improve academic performance.'Many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside-of-class study strategies to match these learning styles,' the authors wrote in the study.The scientists gathered 426 undergraduate students at the university who completed an online learning style surveyThe survey, called Vark, is one of the internet's most popular learning style assessment services and claims to pick out whether you learn best visually, by listening, through reading and writing, or by doing practically.Researchers then enrolled each student in an anatomy course with participants told to follow the revision tips given by the Vark survey.After gathering this information, the researchers then asked the students at a later date about the sort of revision methods they had used.On top of this, the researchers used their final grades to compare academic achievement with their dominant learning style.The team found that there was no correlation between the dominant learning style suggested by the assessment and grades achieved.Not only did the researchers find no link, they saw that two thirds (67 per cent) of the students chose not to study in the recommended way.It was found that microscope work and lecture notes were the most effective methods for the students.It also found flash cards weren't as beneficial.In the paper, the researchers conclude that the idea that 'I can't learn subject X because I am a visual learner' should be put to rest once and for all.'This research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike,' they wrote. AutoNews- Source: http://www.dailymail.co.uk/sciencetech/article-5581261/There-NO-thing-different-learning-styles.html?ITO=1490&ns_mchannel=rss&ns_campaign=1490
Views: 3 US Sciencetech
By cultivating strong school leadership, committing to ongoing professional development, and exploring innovative models like its technology-infused Future Schools, Singapore has become one of the top-scoring countries on the PISA tests. Find more videos from Edutopia's YouTube Channel: http://www.youtube.com/edutopia
Views: 713131 Edutopia
To all the leaders: It is suggested for all leaders to read this article the get acquainted with the subject. What is a learning style? http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rslearningstyles.asp Tips for Engaging Multiple Learning Styles http://blogs.faithlafayette.org/faithkids/tips-for-engaging-multiple-learning-styles/ Before watching the episodes, Make sure that all the participants have read this resource. Questionnaires for participants and leaders to evaluate their learning styles http://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf http://www.vark-learn.com/english/page.asp?p=questionnaire A Brief Introduction to Learning Styles http://thecommunity.anglican.ca/children/8546/a-brief-introduction-to-learning-styles/ Activities to be done after watching the episode on learning styles ACTIVITY: ask the participants to mime to the group what learning style they are. QUESTION: what does your learning style say about your faith? QUESTION: what for part of worship do you prefer according to your learning style? ACTIVITY: find a biblical story or a bible verse that express the best your ways of living your faith according to your learning style.
Views: 52 The Loquacious Lay Ministers
English Teachers Research center, Kyiv, Ukraine. Teacher Training Workshop. February 22-nd, 2011, from 4:00 -- 5:30 PM Workshop: Perceptual Learning Styles and Multiple Intelligences Presenter: Frances Westbrook, Regional English Language Officer, U.S. Embassy-Kyiv (Ukraine). This workshop examined different learning styles and intelligences, as well as examined their implications for our students and our classroom practice. During practical questions all participants identified their own learning styles, and took part in demonstrations of classroom activities which support various intelligences.
This video shows the different learning styles and explains how each type of learner learns most effectively. Strategies on how to capitalize in your own learning style were also suggested. This project made me realize how limitless one's creativity can go. For a starter, i am glad i produced this all by my lone self. Fully Hands on From research to conceptualizing to finally uloading this to youtube. and Voila!! im on to trying other Applications and creating my own videos. more more more SOON
Views: 2257 merleangelisantos1
Technology use, strategies based on brain research, and unique classroom environments for different learning styles give students an edge at Key Largo School in Florida. Learn more about these nontraditional methods of teaching that receive positive results: http://www.edutopia.org/brain-based-research-powerful-learning
Views: 30859 Edutopia
Learning styles affecting teaching methods is about the teacher's learning style and teaching method being supported by each other. Research has shown that the way a teahcer presents a lesson to the students, most of the reason is because of the teachers learning style. A teacher will teach the way they learned it best. Most teachers think that it doesn't matter at first, but when they think about it, they change their answer.
Views: 87 Alex Watkins
What keeps us happy and healthy as we go through life? If you think it's fame and money, you're not alone – but, according to psychiatrist Robert Waldinger, you're mistaken. As the director of 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 12180403 TED