Learning Modalities And Assessment

What is the objective of your lesson? What do you want your students to be able to do? Entire segments of undergraduate work in education are devoted to teaching the composition of an educational objective. However, in the day-to-day effort to engage our students, we can get so caught up in a great activity that we forget to first drop anchor with a solid objective. We can develop better lessons that engage all of the different types of learners in our classrooms if we drop that anchor and develop lessons that teach to the nexus.

Nexus? What does that mean?

Research has indicated that 50% of the general population prefers left-brained learning activities. That is, they work best with content that is logical, rational, and sequential. The other 50% work best with perceptions, patterns, images, feelings, and emotions. They are right-brained and deal best with the whole picture.

Most left-brained learners can take information presented in right-brained ways and transfer it left. Right-brained learners, however, have great difficulty internalizing material presented from a left-brain point-of-view. Teaching to the nexus is literally facilitating a meeting of the minds: left meets right.

HIPA

Hook. Instruct. Practice. Assess. These are the four components of a lesson plan designed to teach to the nexus. If the hook (emotional engagement for students) and practice components right-brain oriented, then instruction and assessment should be rooted in the left-brain. By consciously alternating right and left-brain components in a lesson, teachers can reach students who think globally without losing those who are sequential and ordered.

Experiments have shown that people who tend to use one side of the brain more than the other find it difficult to "switch" when necessary. However, when the weaker side of the brain is stimulated and encouraged to cooperate with the stronger side there is a great increase in ability and effectiveness. The implication for teachers is clear. Creating HIPA structured plans not only reaches more students, it also provides practice using both modalities.

Get HIPA Deep

To create a HIPA formatted lesson, begin with the end in mind. Write a strong educational objective. Use any objective-writing format that you prefer. If you don't have one yet, here's the format we use at the Insight Learning Foundation:

The learner will (insert verb and skill here) by (plan for assessment).

Once you know where you are going, pick a place to start. This is your hook. A hook emotionally engages your students. Dare to be different; catch them off guard! Build your instruction piece next. Follow it with practice and repeat as often as is appropriate for the content. It is entirely possible for your lesson to have 4 mini-instructions each followed by short practice. Finally, your students are ready for assessment ... and success.

Teaching to the nexus will make you a better teacher and your students' better learners. Here's what I say to my clients: "Where right meets left, students meet success."

If you're not exactly sure if you are primarily a Blue, Gold, Green, or Orange personality type, then check out the free test at http://gaininginsight.com where you can learn more about human temperament. When you subscribe to the free blog, you'll also receive a number of tips and strategies for finding more success with the people in your life, both at home and in the workplace.

About the Author: Nathan Bryce is the inventor of the world's first patented personality system, the Insight Temperament System, which applies the research of Carl Jung, David Keirsey, Isabel Myers (and many others) into real-life settings. His educational company, the non-profit Insight Learning Foundation, teaches hundreds of thousands of people all around the world how to understand people better. Please visit http://www.insightlearning.com for more information.

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What do you feel would be the value/need for a customized homeschool program offered by a certified teacher?

I am an experience, certified teacher currently working in a private school that specializes in customized education for special needs children. I am also working on my M.Ed and I'm thinking of developing a homeschool support service as a side business. Basically, I will do a full assessment on each child (math, reading, fluency, learning modality, side of brain strength, etc, and then design a program of study exclusively for that student. I will also meet with the child for an hour each week to discuss the past week's material, introduce new material, and work on trouble areas. Homeschool parents, I would like to hear from you: How do you feel this sort of program would be received in the homeschool community? What do you think would be an appropriate fee for such a service? Thanks in advance for your help!

It sounds like a great idea, and if this is your dream, then build the flyer and they will come!

It sounds to me, that you would like to provide some form of structure for home schooled children and parents.
I think parents choose homeschool for many reasons.
I think the lack of structure from outsiders is one of them.

*I think that what you have to offer is far superior to what a parent can observe, loving their child, and not seeing the weak spots.

Pick 2 areas you love, like Music and Math or 2nd language, and specialize in those. Offer segments, and 1/2 packages, and the total package. When given choices, parents what the last say, and want the best for their child.

I would ask other's who do tutoring what they charge per hour, and home visits are a huge plus, and having an outside influence will stimulate some children greatly, and let them konw that they are on track!

Good for you, not everyone will want your program, Many will!
Go for it!
It's your calling!
Do what you love, love what you do,
if you build it, present it at the homeschooling town meeting, with a free evaluation --you have only experience and knowledge to gain.

i wish you the best.

Law in a Flash for iPhone and iPod touch

	Research Methods in e-Learning Systems: Perspectives on Design, Development, Assessment and Analysis
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Teaching To Different Learning Modalities

In previous articles you've been learning that you make sense of events in your surroundings through your model of the world. In other words, you create maps that help you navigate through your day-to-day situations.

A map is a representation of certain elements of a territory. Different types of maps exist. There are street maps, topographical maps, thermal maps, and so on. A piece of territory could have several maps referring to it. Each map is designed to provide specific information about the territory. For instance, a street map would point to the layout of the streets in that specific territory. A topographical map would point to terrain variations in that specific territory. A thermal map would indicate the temperature of the earth in that specific territory.

As you notice, many different maps can point to the same territory. And you can refer to more than one map depending on the information you need to use at any given time.

In NLP, you study that you build your Model of the World using your senses. In NLP jargon, we call them sensory modalities. We also refer to them as representational systems. These are:

1. The visual representational system (sight)
2. The auditory representational system (hearing)
3. The kinesthetic representational system (touch)
4. The olfactory representational system (smell)
5. The gustatory representational system (taste)

You must drill into your mind that these maps exist in your nervous system. These aren't just ideas suspended in mind. These are actual physiological phenomena grounded in your biology.

Stop and read the previous paragraph one more time. Herein lies the NLP distinction. You build these maps with and into your nervous system.

No kidding.

Think of the implications this holds for your health, for your well-being and for your emotions. As you begin to do the exercises I suggest next, you'll also notice changes occurring in your levels of physical well-being as you begin to streamline the way you represent your experiences and shift to more appropriate representations.

Stop for a second and think of this example. What would be five different ways to represent pop corn?

1. How would you do it visually? Imagine the white robe of the pop corn as it jumps out the pan when it pops.
2. How would you do it auditorily? Can you hear the sound of the corn popping in the pan as it cooks?
3. How would you do it kinesthetically? Feel the crunch of the pop corn as you munch it. What's its texture like?
4. How would you do it olfactorily? What does it smell like?
5. How would you do it gustatorily? Does pop corn actually have a unique taste?

Think about this. Just one phenomenon: pop corn. But five different ways to encode pop corn into your nervous system. That's how you'd recognize pop corn in your mouth though your eyes might be shut: because the texture is also encoded in your nervous system.

In NLP, these different encodings also account for why different people have a different experience of pop corn. Some people find it irresistibly attractive (visual) while others find it unbearable to munch on it as it reminds them of Styrofoam (kinesthetic).

The modalities you use to encode your model of the world strongly influence how you'll react to everyday situations.

Over the next few days, take some time to play with sensory modalities. Choose 3 objects, events or people every day and represent them in all 5 modalities. Within a week, you'll notice how much sharper your senses have become. Send me an email and let me know about it.

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Did you know that mastering NLP revolves around one fundamental skill? Do you want to spend a lot of money on seminars without first knowing what that skill is? Starting your journey in NLP with this skill will most likely cut your learning curve in half! To receive your free report on The Number 1 NLP Skill You Must Master, send a blank email to number1nlpskill@getresponse.com. You can also visit http://www.HowToMasterNLP.com, a blog that caters to beginning students of NLP.

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Data fusion through cross-modality metric learning using similarity-sensitive hashing

Learning Modalities Activities

Before you can share information and facilitate learning, you must first capture and hold learner attention. Recognizing the importance of this point is a key to better understanding what brain researchers know about how the brain best processes information. You do not have to be a neuroscientist to know that learning and retention can only occur when people are interested and engaged in the learning process. This is central to the concept of learner-centered training.

Getting learners focused is no small feat in today's world of fast-paced action and shortened attention spans. Because many learners are constantly exposed to high speed technology and conditioned by an expectation that they can get anything when and how they want it, your challenge as a trainer, educator or facilitator is a complex one.

The following three strategies that you can use to grab your participant's attention and begin the journey of learning.

1. Assess Content Engagement Factor. You can trace many instances of lost learner interest back to your design and delivery format. To ensure that you do not fall prey to bad content and presentation errors, consider the following questions:

• Have you created a way to inform learners of objectives and expectations?
• Does the program design incorporate the needs of learners that you discovered through a needs assessment?
• Does your design format require active learner engagement at regular points?
• Do the planned activities and support materials appeal to all three learning modalities?
• Are learners required to be creative in their thinking and opinions during the session?
• Are interim review points built in throughout the session to gauge comprehension and learning?
• Are support materials and verbal messages congruent and stimulating?
• Is the program content flexible, relevant and appealing to learners?
• Is the learning environment stimulating to the senses?
• Does what you are delivering mirror or tie to real-world needs?

2. Give Learners a Reason to Listen to What You Have to Say. Do this by answering a common learner question --- "What is the Added Value And Results For Me (AVARFM)?" By sharing what they are going to get from the session and how it can immediately be used in the real world, you set up learner expectations of receiving something of value. A helpful part of this is to share your credentials and help them understand why they should listen to you, based on your expertise. You might facilitate this by sharing a personal experience and lessons you have learned related to the session topic. You could then ask some of them what experiences they have had.

3. Make Learning Fun. Most participants love an opportunity to have fun when they learn. Look for ways to incorporate variations of games that children play to keep the energy level high in your sessions. For example, you can incorporate scarf juggling as an energizer and to teach one-on-one coaching, teambuilding and interpersonal communication skills. Give each person three brightly colored silk scarves, show them how to juggle them by having them toss one at a time into the air and continue to catch and toss again. It is a fun, highly active workout that allows people to learn new skills while interacting with others. It takes no special skills and can be learned and practiced in minutes. You can get scarves at magic supply stores and at Creative Presentation Resources online.

4. Follow the Lead of Advertisers. People are so used to technology and a fast rate of information delivery that trainers and educators must mirror what learners see elsewhere in order to keep them interested. An example of this is the rate at which television advertisers show commercials. In the middle to late part of the twentieth century commercials ran on the half hour. Eventually they came closer together until now they are seen every eight to fifteen (8 to 15 minutes) or in some cases more often. This translates to a psychological expectation from learners that something will change during a similar period in the classroom. For that reason, you should plan to change your delivery format (e.g. from lecture to discussion, activity, or demonstration) at least every fifteen minutes or so. This helps maintain learner interest and keeps them mentally engaged.

Bob Lucas is an internationally known consultant and author with over thirty years experience in the customer service, human resources and management fields. He has written hundreds of articles and written or contributed to twenty-nine books, including: Training Workshop Essentials: Designing, Developing and Delivering Learning Events That Get Results; Creative Learning: Activities and Games That REALLY Engage People; The Creative Trainer Idea Book; and The Big Book of Flip Charts. He can be reached through his corporate website at http://www.robertwlucas.com via email at blucas@globalperformancestrategies.com or at 407-695-5535.

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Learning plan, what's harder?

What model of learning which is the strongest? Intelligence learning style business or style of learning both learning style and learning style?

both learning style and learning mode. Learning is more fun and makes you smarter, faster than trying to hit the chip.

iED 2010 SUMMIT : City of Oulu, Finland

	Police criminalistics: learning modalities and evaluation.(CASE STUDY)(Report): An article from: The Forensic Examiner
	This digital document is an article from The Forensic Examiner, published by American College of Forensic Examiners on September 22, 2009. The length of the article is 3927 words. The page length shown above is based on a typical 300-word page...

Learning Modalities Survey And Samples

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2009 Flu Summit: Lessons Learned from States, Tribes, & Localities