...ESE 633 Week 1 Assignment Assessing Conflict Styles To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-1-assignment-assessing-conflict-styles In this assignment you will demonstrate your understanding of the following learning objectives: Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Determine some causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Additionally, completion of this assignment represents mastery of Course Learning Outcomes 2 & 3. Within the field of special education, collaboration among team members with differing personalities and opinions is commonplace. Being a leader in education means learning to proactively problem-solve and manage differences by embracing multiple viewpoints. In education, sources of contention may include conflicting educational placement or transition goals, different personality styles among team members, limited financial resources or services, contrasting communication techniques, and contrasting academic or post-graduation values (Meier, 2011). Each person handles these points of conflict based on their level of comfort and communication style. With a self-awareness of your individual methods and styles, you can increase your effectiveness in resolving education-based conflict. The Thomas-Kilman Conflict Mode Instrument is a self-assessment and scoring tool...
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...October 29, 2013 The VARK Learning Styles The VARK Questionnaire determined that the preferred learning style of the writer is multimodal, which is a combination of kinesthetic (9), read/write (7), aural (5), And visual (2). Kinesthetic, Read/write, and aural were the strongest method of learning, while visual was the least preferred. Multimodal learners account for 60% of the population. Using multiple preferences allows you to choose different ways to learn and interact with others, which is beneficial to align with any style learner or teacher. Multimodal learners use more than one learning style to achieve effective learning and interaction. However, the study shows that those who scored less than 25 used the highest score as the main learning style ("VARK," 2012). “Perhaps the most simple way of describing ‘learning styles’ is to say that they are different methods of learning and understanding new information, the way a person takes in, understand, expresses and remembers information” ("Learning Style," 2008, p. 1) The preferred learning strategies of the writer are a collaboration of all four learning styles. Versatility of using more than one learning style helps effectively develop superior studying techniques and interactive skills. Learning strategies that have worked in the past are hands on techniques, attending classes regularly, watching demonstrations, asking questions, practicing like questions, reading information over and over, exchanging ideas...
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...that individuals learn in different ways. This has lead to several studies, which have inferred the different characteristics associated with how people receive, process and utilize information. A keen interest in these individual differences, named "learning styles" saw an increase in the 1960s. Today, even as the field of psychology has made as shift to studying more in-depth behaviors of group, learning styles continues to play significant roles in how human beings learn. What seems to remain a constant in attempting to interpret how learning is done is the complexity of the human mind in terms. It is quite unique that one person is able to process information one way while another does so in a contrasting manner, yet both people receive, process and ultimately arrive at the same level of knowledge about what they are taught. Understanding learning styles, which are often simple, yet complex, allows educators and trainers to tailor their methods of teaching and materials to accommodate different styles of learning. Generally speaking, there are three types of learning styles. People receive process and retain information by using visual, auditory or kinesthetic methods. There has also been evidence that these learning styles often lead learners to develop characteristics that have led experts to properly gauge levels of intelligence (Ldpride.net). Those that learn by using their eyes, often focus on the eyes, body language, gestures and facial expression of their instructors...
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...Learning Styles of College Freshmen: Relationship to Classroom Behavior and Academic Performance in Biological Science Myrna Paez-Quinto Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in Education (Biology Education) In the Division of Curriculum and Instruction College of Education University of the Philippines Diliman, Quezon City October 2003 ABSTRACT The research examines the relationship of students’ learning styles to classroom behavior and academic performance. It is also identifies which of the following factors – learning styles, sex, academic program and score in the admission test – best predicts academic performance. The study sample consisted of 304-non-science college freshmen enrolled in the following programs: accountancy-81, management-77, mass communication-56, psychology-29, marketing-21, political science-26, and education-14. To determine the student learning styles, the students accomplished the researcher-made Learning style Questionnaire. The questionnaire was validated by faculty members of the Psychology Department of the Far Eastern University. Classroom behavior was observed with the use of the ASEAN Student Rating Scale. The instrument was accomplished by the researcher while observing the students of different learning styles in their classes. An interview was conducted to cross validate the behavior shown by the selected correspondents. Questions...
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...MUET/RSQ800 MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) REGULATIONS, TEST SPECIFICATIONS, TEST FORMAT AND SAMPLE QUESTIONS The information in this booklet applies to the end-2008 MUET and thereafter until further notice. 1 MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL) CHIEF EXECUTIVE MALAYSIAN EXAMINATIONS COUNCIL BANGUNAN MPM, PERSIARAN 1 BANDAR BARU SELAYANG 68100 BATU CAVES SELANGOR DARUL EHSAN MALAYSIA Telephone: 03-6136 9663 Facsimile: 03-6136 1488 Email: ceo@mpm.edu.my Website: www.mpm.edu.my © Malaysian Examinations Council 2006 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or otherwise without prior permission in writing to the Chief Executive, Malaysian Examinations Council. 2 NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a belief in and devotion to God. Such effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal wellbeing as well as being able to contribute to the betterment of the family, the society and...
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...described three different kinds of intelligence in his model: * Analytical Intelligence (Componential) * Creative Intelligence (Experiential) * Practical Intelligence (Contextual) Applications of the Concept of Successful Intelligence: Triarchic Teaching For Analytical Thinkers… * Analyze (a literary plot, a theory in the sciences, a mathematical problem) * Compare and Contrast (two characters in a novel, two systems of government, the styles of two artists) * Evaluate (a poem, a cultural custom, a strategy in tennis) * Explain (the use of grammar in a sentence, your interpretation of an historical event, the solution to a scientific problem) Analytical Thinkers: “I like…” * Analyzing characters when I’m reading or listening to a story * Comparing and contrasting points of view * Criticizing my own and others’ work * Thinking clearly and analytically * Evaluating my and others’ points of view * Appealing to logic * Judging my and others’ behavior * Explaining difficult problems to others * Solving Logical problems * Making inferences and deriving conclusions * Sorting and classifying * Thinking about things Outcomes of Teaching for Analytical Intelligence Analytical instruction and assessment should enable students to: * Identify the existence of problems * Define the problems * Allocate resources for solving the problems * Mentally represent the problems ...
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...reduce enrollABSTRACT ment attrition and improve the thinking and problem-solving skills of engineering graduates, engineering schools should attempt to Students have different levels of motivation, different attitudes improve the quality of their teaching, which in turn requires underabout teaching and learning, and different responses to specific standing the learning needs of today’s engineering students and declassroom environments and instructional practices. The more signing instruction to meet those needs. The problem is that no two thoroughly instructors understand the differences, the better students are alike. They have different backgrounds, strengths and chance they have of meeting the diverse learning needs of all of weaknesses, interests, ambitions, senses of responsibility, levels of their students. Three categories of diversity that have been shown motivation, and approaches to studying. Teaching methods also to have important implications for teaching and learning are vary. Some instructors mainly lecture, while others spend more differences in students’ learning styles (characteristic ways of time on demonstrations or activities; some focus on principles and taking in and processing information), approaches to learning others on...
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...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
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...this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic Learning Outcomes for Program Lecture Courses 1. Identify the formal elements and principles of design.***** 2. Apply critical thinking when comparing works of art. Course Student Learning Outcomes (SLO): 4 to 7 1. Identify and describe works of art based on their chronology and style, using standard categories and terminology. 2. Investigate major artistic developments and...
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...e-learning - A Review of Literature Prepared by Tim L. Wentling Consuelo Waight James Gallaher Jason La Fleur Christine Wang Alaina Kanfer Knowledge and Learning Systems Group UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN September 2000 Funded by Allstate Insurance Company Sears, Roebuck and Company Eastman Kodak Company 1 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Table of Contents Topic Page I Defining e-Learning 3 II Strategic importance of e-Learning 6 III Organizational Culture and e-Learning 8 IV Trainers in an e-Learning environment 10 V Understanding distributed learners 13 VI Evaluation of e-Learning 19 VII Cost effectiveness of e-Learning 30 VIII Selected e-Learning comparison studies 34 IX Global issues in e-Learning 41 X e-Learning industry trends and delivery technologies 48 XI. References 60 2 A Review of Definitions Economic, social and technological forces continue to change the global economy, and the way of life in organizations and the world. In specific, these forces have and continue to revolutionize teaching and learning in organizations. Urdan & Weggen (2000) related that technology, the rapid obsolescence of knowledge and training, the need for just-in-time training delivery, and the search for cost-effective ways to meet learning needs of a globally distributed workforce have redefined the processes that underlie...
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...children learn, watch them grow, and make a meaningful difference in the world” (Teacher Support Network, 2007, para. 2). This definition must be the main reason as to why individuals pursue teaching as a career. Generally the pay is low to fair, but the overall rewards are much greater, for as a teacher one can touch the hearts of the young and open their minds in order to tap their thirst for knowledge. ------------------------------------------------- [edit]The Long Road Becoming a teacher is a lengthy process obtained by numerous routes, such as night school or attending a four year college. Regardless of the process it is important to obtain at least a Bachelors degree in the desired teaching area, as well as a teacher certification which should include clinical experience (Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B., 1999, para. 3). The average starting salaries were about $31,704 in the year 2003-04, whereas the average teaching salary was about $46,597 for the year 2004-2005 (Pearson Education Inc, table). Compare this to the average cost of living in the United States today which is continually rising (Boskey, para. 3). style="background-color: #FFF7F7;border: solid 1px #FFBDBD; padding: 1em;" valign=top | Teacher's Salaries Across the US | Teaching is not a pocket cushining job, but one with...
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...The Gender Achievement Gap Rena Godfrey Capella University ED5540 Strategies for Eliminating the Achievement Gap Quarter & Year: Fall 2013 Email: godfreyrena@gmail.com Instructor: Marge Zuba, Ed.D. Gender Achievement Gap One of the most interesting and actively debated areas in educational research concerns the gender-based achievement gaps in math and science. Despite research efforts and statistical data backing up the notion that girls are falling behind in math and science, there still continues to be significant gender-based achievement gaps that are perpetuated by “insidious gender lessons, micro-inequities…that chip away at girls’ achievement and self-esteem” (Sadker & Sadker, 1994). Research studies shed light on significant decreases in girls’ achievement rates in math and science as early as middle school that continues to decrease into high school. Although the achievement gap in math has declined in recent years (AAUW, 1999), girls consistently score lower on the SAT and ACT than boys do, and the gap does not narrow in college. Researchers struggling to identify the origins of gender differences have examined a range of theories, including biological, environmental, cultural, and cognitive developmental approaches to gender differences. What is Gender Equity? Gender equity implies being treated equally fair for both male and female. Gender refers to the social roles of men and women, and boys and girls, as well as the relationships...
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...DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network Research Report No DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Children, Schools and Families. © Learning and Skills Network 2008 ISBN 978 1 84775 239 0 Contents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Executive summary...............................................................................2 Introduction .........................................................................................10 Policy context ......................................................................................12 Methodology........................................................................................14 Defining independent learning.............................................................15 Key elements of independent learning ................................................21 Models of independent learning ..........................................................25 Skills required for independent learning ..............................................28 How teachers can promote independent learning ...............................32 How schools can promote independent learning.............................
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...Module Leader: Dr. Olga Mourouti Student Name: | | OR Student Number: | | Seminar Class Details: | Name of Seminar Tutor: | Day: | Time: | Room: | Principles of Marketing 1. WELCOME 2 2. CONTACT DETAILS 2 3. AIMS OF THE MODULE 3 4. LEARNING OUTCOMES 3 4.1 Knowledge 3 4.2 Skills 4 5. SYLLABUS 4 6. LEARNING METHODS 4 7. LEARNING MATERIALS & SUGGESTED TEXTS 5 8. LECTURE & SEMINAR SCHEDULE 9 LECTURE PROGRAMME 9 SEMINAR PROGRAMME 11 9. ASSESSMENT SCHEME 14 10. GUIDELINES ON HARVARD REFERENCING SYSTEM 26 11. INSTRUCTIONS FOR SUBMITTING YOUR WORK ELECTRONICALLY 27 12. ACADEMIC MISCONDUCT 27 13. REGULATIONS 28 14. MARKING SCHEME 29 15. GRADING SCALE 31 13. ASSESSMENT AND GRADING FEEDBACK FORMS 32 14. Lecture Slides 38 1. Welcome Welcome to Principles of Marketing. I hope you find this module a valuable learning experience. The challenges of providing superior customer value and gaining a competitive advantage have become crucial issues to a diverse range of companies. Delivering value and achieving a competitive advantage requires, among other things, a thorough understanding of markets, buyers and competition and an ability to match an organisation’s...
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...Learning Theories • The Technological Revolution • The Spectrum of Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. [pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d'être or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning...
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