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Learning Styles

Learning Styles. Lesson 23 Page 263 Corinne Knight. Learning Styles. The way a person gains and processes information is a learning style. There are four different types of learning styles but a person may be more than one. Visual Learners.

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Learning Styles

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  1. Learning Styles Lesson 23 Page 263 Corinne Knight

  2. Learning Styles • The way a person gains and processes information is a learning style. • There are four different types of learning styles but a person may be more than one

  3. Visual Learners • A person who learns best by seeing or creating images and pictures is a visual learner. • Visual learners picture the words they read or hear and store what is seen, read, or heard in images and pictures rather than words.

  4. Kinesthetic Learners • A person who learns best by acting out something, touching an object, or repeating a motion is a kinesthetic learner. • Kinesthetic learners tend to figure things out as they go along rather than read the directions.

  5. Auditory Learners • A person who learns best by listening or by discussing a topic is an auditory learner. • Auditory learners remember what they hear and can repeat word-for-word what someone else says. • They tend to be talkative and may think out loud.

  6. Global Learners • A person who learns best by studying the big picture and relating learning to personal experiences is a global learner. • Different learning styles may work for a global learner depending on the situation.

  7. How to Achieve Developmental Tasks By Jason Mohn

  8. Newspaper Article • “Gene Mutation Could Shape Children’s Eating • June 20th, 2008 from WLTX.com

  9. Developmental Tasks • Achievements that need to be mastered to become a responsible, independent adult are the Developmental Tasks of Adolescence • 4 Tasks

  10. TASK 1 • Develop healthful friendships with members of both sexes • Healthful relationships involve mutual respect, flexibility, trust and honesty • Friendships allow you to cooperate and resolve conflict

  11. TASK 2 • Become comfortable with your maleness or femaleness • The way a person a person acts or feels about being male or female is a sex role • Influenced by the way adults in your life have related to another • You should participate in social actvities so you can observe and react to how you interact with others

  12. TASK 3 • Become comfortable with your body • Your body changes to being adultlike during adolescence • During adolescence you must become comfortable with the way you body changes and develop positive body image

  13. TASK 4 • Become emotionally independent adults • Your parents guard you and provide emotional security, but as an adult you have that responsibility. • You need to become independent of your parents.

  14. Developmental Tasks Pages: 265 By: Darius Paulk

  15. Meeting the challenge for S.C. seniors • By CURTIS M. LOFTIS JR. - Guest Columnist • It’s called the “gray wave,” and it’s headed our way sooner than we think. • Currently, there are approximately 770,000 South Carolinians over the age of 60. By 2025, that number is projected to swell to more than 1.3 million. Will our state be ready to meet the needs of such a rapidly growing senior demographic? And can we accomplish this Herculean task of protecting our seniors while simultaneously protecting the taxpayers? • The answer to both of these questions is a resounding “Yes,” provided we continue to build upon the foundation we have put in place at the Lieutenant Governor’s Office on Aging. • For the past 15 months, it has been my privilege to serve as the executive director of the Office on Aging. • Working with Lt. Gov. Andre Bauer, we have successfully transformed this agency into one of the top-rated governmental units in the nation — dramatically enhancing productivity and service while cutting inefficiency and administrative costs. • While this turnaround is certainly commendable and something all of us worked hard to accomplish, the truth is it was an absolute necessity given the challenges we face as a state. • In addition to South Carolina’s exploding senior population, we face tough realities that inevitably accompany that growth. For example, the number of South Carolinians over 65 diagnosed with Alzheimer’s or related disorders is projected to double over the next 15 to 20 years.

  16. Task 5: Learn skills you will need later if you marry and become a parent. • Intimacy is a deep and meaningful kind of sharing between two people. • Self-disclosure is the act of making thoughts and feelings known to another person. • During adolescence, you practice self-disclosure. Self-disclosure may bring you closer to someone.

  17. Task 6: Prepare for a career • During adolescence, you gain skills and knowledge about yourself to help you prepare for a career. • Talk to adults engaged in the type of career that interests you. • Make careful selections when planning your high school courses.

  18. Task 7: Have a clear set of values to guide your behavior • Your parents or guardian have taught you a set of values to guide your behavior. • However, as you mature, values must be in your heart as well. • During adolescence, these values must move from your head to your heart.

  19. Task 8: Understand and achieve socially responsible behavior • To be a responsible adult, you must have a social conscience. • A social conscience is a desire to contribute to society and to live a socially responsible life. • You may decide to do volunteer work, give blood on a regular basis, donate money to charities, or initiate a project that will improve your community.

  20. “Your Future” By: Walter Reed Lesson 23 Pg. 266

  21. Five Keys to a Successful Future Keep a journal about your interest, work, or volunteer experiences. Work with tour school guidance counselor to focus on academic, personal, social, and career development. Ask for advice in choosing the courses for a career that interests you and work hard in those courses. Here are five keys that can help you unlock the door to a successful future.

  22. Key 1: Assess your strengths, weaknesses, and interest • Try to find where your strengths lie. Take tests prepared by professionals, especially designed to do that. Talk to your parents or guardians or school counselor. Ask you counselor about interest inventories that are designed to help you.

  23. Key 2: Identify and use resources • Make things happen for yourself. Find people who can give advice to you about your goals and help you reach them. Use community skills, such as libraries or youth services.

  24. Key 3: Set goals, make plans to reach them, and develop a positive attitude • Consider ways to improve yourself. Set new short term and long term goals. Remember, what you believer, you can achieve. Be the “I can” type of person.

  25. Key 4: Develop a work ethic and keep your priorities in order • A work ethic is an attitude of discipline, motivation, and commitment towards tasks. Having a work ethic increases your self respect. Others know they can count on you. Carefully pick and choose what your priorities are. • Which things must you do, which things must you give up • The ability to prioritize will help you become successful

  26. Key 5: Manage your time wisely • Time management is critical in school, on the job, and in your personal life. Create a realistic schedule. Determine how much time you need to spend on school and work to ne successful. Determine how much time you need for family responsibilities. Then you will know how much time you have for your social life.

  27. Goals Aleecya Richardson October 16,2008 Health 6th Page 267

  28. Article • Management of anemia in chronic kidney disease (CKD) and dialysis patients with erythropoiesis stimulating agents continues to be an area of debate. Recent US Food and Drug Administration documents indicate that Normal Hematocrit Study (NHS) completed in 1996 had more patients (1265 vs. 1233) and showed significantly increased deaths or myocardial infarctions (p = 0.01; risk ratio: 1.28; 95% CI: 1.06-1.56) rather than the indeterminate evidence of harm (risk ratio: 1.30; 95% CI: 0.9-1.9) reported in the 1998 publication. This review places the NHS study results in context with the other three major anemia trials, which, together, contain [proportional to]70% of all patients reported in trials using active therapy in both arms and examining a hemoglobin target >12 g/dl in CKD and dialysis. The potential impact of the ongoing TREAT trial, with its unique design characteristics, is also reviewed. This review outlines the known risks and benefits of various anemia targets based on these completed trials to better inform physicians about the realistic goals from anemia treatment.

  29. Goal • Goals help us set things up in what we want to do in the future. • A goal is a desired achievement towards a persons work. • There are 2 types of goals : • Short-term Goals: something a person plans to achieve near the future. • Long-term goals: something a person achieves after a period of time.

  30. Stating a Goal • First write it down somewhere you will remember. • Share your goal with your parent or guardian. • Ask questions like: - Is it realistic? - Is it achievable?

  31. Making an action plan • A detailed description of the steps a person will take to reach a goal is an action. • You may need to set short-term goals to make progress towards a long-term goal.

  32. Identifying Obstacles • Ask yourself what might keep you from being able to do what you plan to do.

  33. Timeline for your goal • Ask questions to you or who ever is setting a goal these questions: • When will you begin? • When do you hope to achieve your goal? • Is the timeline realistic?

  34. Recording & Support • Record your progress towards you’re goal • Seeing progress will encourage you. • Also ask people for their support.

  35. Revising your goal • If you need to make changes, do so. • Do not give up on your goal. • Do not lower your standards.

  36. Learning Disability Shanise Hernandez Lesson 23 --Highlighted in Green--

  37. ..article • Title:Training boys with ADHD to work collaboratively: Social and learning outcomes.(Report). • Author(s):Deborah Edelman Watkins and Kathryn R. Wentzel.  • Source:Contemporary Educational Psychology 33.4 (Oct 2008): p625(22).  Reading Level (Lexile): N/A. • Document Type:Magazine/Journal • Bookmark:Bookmark this Document • DOI:http://dx.doi.org/10.1016/j.cedpsych.2008.01.004 • Library Links: • Abstract: To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.cedpsych.2008.01.004 • Byline: Deborah Edelman Watkins (a), Kathryn R. Wentzel (b) • Keywords: • AttentionDeficit Hyperactivity Disorder; Collaborative learning; Peer tutoring with ADHD students; Training peer tutors to work ADHD students; School-based interventions for students with ADHD • Abstract:

  38. … continuing • This study examined social participation and strategic problem solving behavior of boys diagnosed with AttentionDeficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention.

  39. What to know about learning disabilities • This is a disorder in which a person has difficulty acquiring and processing information. • Some students with learning disabilities may get extra help. Many students have a tutor. A tutor is a person who works with individual students to help them with helpneeded.

  40. Dyslexia -learning disability in which a person has difficulty spelling, reading, and writing. -people with dyslexia may reverse letters and numbers. They may read from right to left. Attention deficit disorder -disability in which a person is restless and easily distracted. -people with ADD are not focused on things they are doing. Other disabilities

  41. Attention deficit hyperactive disorder -disability which person is easily distracted and hyperactive. -to be hyperactive is not to be able to sit or stand still in a period of time. Tracking disorder -disability which person has difficulty looking at and following something. - people who have this skip letters, words and lines as read. more disabilities

  42. Five facts of people with learning disabilities • 1. are capable of learning • 2. can learn strategies that help them acquire and process info. • 3. may need a tutor and/or a special education classes • 4. need support and encouragement • 5. can be very successful

  43. quiz

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  46. Quiz!!!!

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  49. 1.What is dyslexia is a learning disability in which person has difficulty with …? • A. spelling reading and writing • B. spelling touching and seeing • C. smelling feeding and reading

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