Wordlessly. Probably with gestures the students recognized, but a narrator like SQQ didn't. To him, it just looked like he was beating them up.
A teaching style so completely opposite to the modern schooling that SQQ wouldn't have registered it as teaching. A teaching style that would never work to teach SQQ anything, but would be great for some types of kids that fall through the cracks of the modern educational system.
Kids who worked better with a more traditional classroom style would hate it, but that doesn't matter, because everyone on Bai Zhan is there by choice.
I have had enough of Dr. Wilson and his newfangled teaching methods. When I was a kid, you sat in your desk and paid attention to the teacher whether you felt like it or not. Then, you did whatever work they assigned. There weren’t a dozen different options or learning styles.”
I ran a recent poll on what the favorite Hebrew Learning Styles are amongst students, the results came in!
Practicing speaking Hebrew with your teacher came in at #1, followed by immersing in Hebrew TV shows/music, and then a tie between flash cards and workbooks.
So… how do my courses and programs support all of these learning styles? Let’s take a look! 👇
Inside my speaking course, “Practically Speaking Hebrew: Total Immersion” you get to actively speak Hebrew with me, receive my personal feedback, and enjoy lifetime access and lifetime support. What other course gives you all that?!
https://lnkd.in/gvXsFtBW
If you love learning through TV shows and movies, I’ve got you covered! I have a show streaming on IZZY Stream TV where you can experience Hebrew immersion in action. Check it out here:
https://lnkd.in/e7XmpfTu
(There’s a discount code on that page you can use toward “Practically Speaking Hebrew”!) 🤗
If music is your happy place, enjoy my dedicated Hebrew playlist on YouTube — perfect for listening, learning, and singing along!
https://lnkd.in/emTregGe 🎶🇮🇱
Prefer workbooks? My best-selling Hebrew book series includes daily writing exercises across three complete workbooks plus a free online course.
https://lnkd.in/eaykayCD ✍️📚
And for all my flash-card lovers — I created a FREE guide to help you build powerful vocabulary cards that can get you speaking Hebrew in as little as 4 hours!
https://lnkd.in/gK_uphep ⚡
Yes — my courses and programs support every learning style and so much more!
Come explore and start your Hebrew journey today! 💙
1. Auditory Learning - A learning style through listening to someone and processing that idea.
2. Visual Learning - A learning style that is using images, figures, diagrams, and videos to understand the idea they are pertaining to.
3. Interpersonal Learning - A learning style with group of people to share a lot of information and combine it as one.
4. Intrapersonal Learning - It is a learning style that gives you solitude to give yourself time to learn things alone.
5. Verbal Learning - A learning style that uses a voice to communicate your ideas that is very efficient and effective for everyone.
Choose what describes yourself above!
My least preferred learning style: Kinesthetic
Unlike other people, I don't like too much movement when studying. In fact, it distracts me to stay focused and attentive in doing my work.
Learning with my partner:
It's actually very effective that I have someone to share my ideas and information with. I feel heard and seen with someone that I'm close with and have the same learning style.
Infographic Source : Canva
Blue & Brown Multicolor Marine Life Eco Conservation Informational Infographic: https://www.canva.com/design/DAGeIbEmBWA/gefsGA38taIzgbW_0ZzRNQ/edit?utm_content=DAGeIbEmBWA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Learning styles :
https://en.m.wikipedia.org/wiki/Learning_styles
Wanna get to know yourself deeper? Comment now, and let's help each other here! ☺️
Prompt 2: Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need? (Keep these all-in mind as you begin to work on your assignments – tailor these to that ideal job!)
An environmental interpreter’s job is to convey information about the environment in a way that enhances the visitor’s experience. It is crucial for the interpretation to be entertaining for visitors while also being informative. A useful skill for making interpretations engaging is having a good sense of humour and maintaining a light-hearted tone. A skilled interpreter should be able to present typically dry or complex facts in ways that appeal to visitors’ humour, imagination, or emotions when appropriate. If the interpreter is truly passionate about the material they are presenting, they should be able to tap into their emotions and use them to connect with their audience. For instance, when discussing the discovery of a new species, presenting the information in an excited and enthusiastic manner would be the most appropriate. Conversely, if the topic is the negative impacts of climate change, adopting a more sombre and reflective tone would be fitting. Knowing when each tone is appropriate and being able to effectively convey these emotions to an audience is an essential skill for any nature interpreter.
Another important skill for nature interpreters is the ability to pivot when necessary. When working with the general public, interpreters may encounter visitors who disagree with the information being presented. This can create tension among visitors or even between the interpreter and a visitor. In these situations, it is important to remain calm and redirect the conversation toward a more neutral topic. To avoid potential conflict, it is often best to steer clear of controversial topics such as politics or religion. Another instance where pivoting can be helpful is when a visitor does not understand the content being presented. While some visitors may openly express confusion, others may not voice their misunderstandings. In such cases, it is important for the interpreter to pay attention to visitors’ body language and non-verbal cues. For example, if a visitor appears confused or distracted, it may be a sign that the interpreter should adjust their approach or presentation style.
Changing the way content is presented can also be helpful since people have different learning styles. Some visitors may prefer to learn through visual aids such as images or videos, while others might benefit more from audio explanations or hands-on experiences. This is why employing a variety of interpretive methods is important for expanding the audience and making the content accessible to as many people as possible. Nature interpreters can connect with audiences through various formats, including podcasts, blog posts, videos, infographics, and, of course, in-person experiences in nature. Each location has its own advantages and disadvantages and may appeal to different learning preferences. In the end, being a successful nature interpreter requires a combination of kindness, passion, and empathy. These qualities ensure that every visitor’s experience is meaningful, enjoyable, and impactful, helping them to develop their own connection with the natural world.
Illustration of four learning styles: visual, auditory, reading & writing, and kinesthetic. Image courtesy of Preply, licensed under CC BY 2.0.
The idea that each person has a particular learning style is a persistent myth in education. But new research provides more evidence that yo
Subscription and open access journals from Sage, the world's leading independent academic publisher.
Many teachers and researchers, among others, continue to believe, despite the lack of evidence, that learning will be more effective if educ
Abstract
Many teachers and researchers, among others, continue to believe, despite the lack of evidence, that learning will be more effective if educators match their teaching approaches to students’ alleged learning styles. Scholars have called for more research on why the belief in learning styles is so appealing. This conceptual paper suggests four moral intuitions or sensibilities that underlie the appeal: (1) the desire for rational control, (2) our sense of justice, (3) the feeling that everyone is unique, and (4) reverence for the natural. Speaking to these intuitions could strengthen efforts to debunk the myth of learning styles in teacher education.
A popular theory that some people learn better visually or aurally keeps getting debunked.
[..]
Experts aren’t sure how the concept spread, but it might have had something to do with the self-esteem movement of the late ‘80s and early ‘90s. Everyone was special—so everyone must have a special learning style, too. Teachers told students about it in grade school. “Teachers like to think that they can reach every student, even struggling students, just by tailoring their instruction to match each student’s preferred learning format,” said Central Michigan University’s Abby Knoll, a PhD student who has studied learning styles. (Students, meanwhile, like to blame their scholastic failures on their teacher’s failure to align their teaching style with their learning style.)
Either way, “by the time we get students at college,” said the Indiana University professor Polly Husmann, “they’ve already been told ‘You’re a visual learner.’” Or aural, or what have you.
The thing is, they’re not. Or at least, a lot of evidence suggests that people aren’t really one certain kind of learner or another. In a study published last month in the journal Anatomical Sciences Education, Husmann and her colleagues had hundreds of students take the Vark questionnaire to determine what kind of learner they supposedly were. The survey then gave them some study strategies that seem like they would correlate with that learning style. Husmann found that not only did students not study in ways that seemed to reflect their learning style, those who did tailor their studying to suit their style didn’t do any better on their tests.
Husmann thinks the students had fallen into certain study habits, which, once formed, were too hard to break. Students seemed to be interested in their learning styles, but not enough to actually change their studying behavior based on them. And even if they had, it wouldn’t have mattered.
“I think as a purely reflective exercise, just to get you thinking about your study habits, [Vark] might have a benefit,” Husmann said. “But the way we’ve been categorizing these learning styles doesn’t seem to hold up.”
Another study published last year in the British Journal of Psychology found that students who preferred learning visually thought they would remember pictures better, and those who preferred learning verbally thought they’d remember words better. But those preferences had no correlation to which they actually remembered better later on—words or pictures. Essentially, all the “learning style” meant, in this case, was that the subjects liked words or pictures better, not that words or pictures worked better for their memories.
In other words, “there’s evidence that people do try to treat tasks in accordance with what they believe to be their learning style, but it doesn’t help them,” says Daniel Willingham, a psychologist at the University of Virginia. In 2015, he reviewed the literature on learning styles and concluded that “learning styles theories have not panned out.”
That same year, a Journal of Educational Psychology paper found no relationship between the study subjects’ learning-style preference (visual or auditory) and their performance on reading- or listening-comprehension tests. Instead, the visual learners performed best on all kinds of tests. Therefore, the authors concluded, teachers should stop trying to gear some lessons toward “auditory learners.” “Educators may actually be doing a disservice to auditory learners by continually accommodating their auditory learning style,” they wrote, “rather than focusing on strengthening their visual word skills.”
In our conversation, Willingham brought up another study, published in 2009, in which people who said they liked to think visually or verbally really did try to think that way: Self-proclaimed visualizers tried to create an image, and self-proclaimed verbalizers tried to form words. But, there was a rub, he said: “If you’re a visualizer and I give you pictures, you don’t remember pictures any better than anyone who says they’re verbalizer.”
This doesn’t mean everyone is equally good at every skill, of course. Really, Willingham says, people have different abilities, not styles. Some people read better than others; some people hear worse than others. But most of the tasks we encounter are only really suited to one type of learning. You can’t visualize a perfect French accent, for example.
The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Y
The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This stu
It has long been thought that propensities for visual or verbal learning styles influence how children acquire knowledge successfully and ho
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Considering the sources of teacher training, Ed Schools, are extremely highly ideological, the perpetuation of this "neuromyth" is probably not an accident or misunderstanding.
These are the schools that have attached quasi-religious overtones to their preferred, but ineffective, process of teaching kids to read, and have been denying evidence-based methods for decades.
I can't stress this enough. Not everyone has the capacity to study for long periods with no other stimuli. People always say that doing two things at once is bad for productivity, but as someone who has never experienced what it is like to have a "normal" brain, I can't focus without multiple stimuli.
I need people to remember that everyone has different needs. Telling people that they are studying wrong is rude, and there is no way that you know whether that works or not because you aren't the same person. If people find something that works for them, support them, and don't tell them they are wrong. All you are gonna do is make them think that they aren't allowed to adjust things to fit them. You are causing more harm than good.
