Behaviorism[ edit ] This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan PavlovEdward ThorndikeEdward C.
Reflective learners prefer to think about it quietly first. Active learners tend to like group work more than reflective learners, who prefer working alone.
Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. Everybody is active sometimes and reflective sometimes.
Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend Learning to read and write much time reflecting you may never get anything done.
How can active learners help themselves? If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study.
Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.
How can reflective learners help themselves? If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications.
You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.
Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.
Sensors tend to be patient with details and good at memorizing facts and doing hands-on laboratory work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.
Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations. Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild.
To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.
How can sensing learners help themselves? Sensors remember and understand information best if they can see how it connects to the real world.
If you are in a class where most of the material is abstract and theoretical, you may have difficulty.
Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.
How can intuitive learners help themselves? Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself.
You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition as in checking your completed solutions. Verbal learners get more out of words--written and spoken explanations.
Everyone learns more when information is presented both visually and verbally.The Verb Recognize a verb when you see one. Verbs are a necessary component of all webkandii.com have two important functions: Some verbs put stalled subjects into motion while other verbs help to clarify the subjects in meaningful ways.
Mission. The Florida Center for Reading Research (FCRR) is a multidisciplinary research center at Florida State University. FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.
Frederick Douglass “Learning to Read and Write” (Chapters from Narrative of the Life of Frederick Douglass, an American Slave) Biography of Douglass CHAPTER VI My new mistress proved to be all she appeared when I first met her at the door,—a woman of the kindest heart and finest feelings.
Learning to Read and Write by Frederick Douglass I lived in Master Hugh's family about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to . Scientific American is the essential guide to the most awe-inspiring advances in science and technology, explaining how they change our understanding of the world and shape our lives.
Literacy is traditionally defined as the ability to read and write.
In the modern world, this is one way of interpreting literacy. A more broad interpretation is literacy as knowledge and competence in a specific area. The concept of literacy has evolved in meaning.