There are many different types of learners, and when teaching, the more styles you can incorporate, the better.
Four important learning styles are:
- Auditory (hearing)
- Visual (seeing)
- Kinesthetic (moving)
- Tactile (touching)
The result of teaching to different learning styles? Well…the better the chance you will hit upon all your students’ learning styles, and the students will be more engaged and remember the lesson better.
Note: Some students, classmates, or your child may have sensory processing issues where they are hyper or hyposensitive to certain sensory stimuli. An example of hypersensitivity would be a student having difficulty playing a loud game involving touch–people on the autism spectrum who have hypersensitivity to touch or sound have described it as actually painful. Keep in mind all your students when teaching!
What is academic language and why use it?
Academic language is the language commonly used in texts, various subjects, lectures, and in testing. It is also often associated with higher order thinking. One of the main reasons to use academic language is so your students/kids can show what they know.
To illustrate, perhaps your child knows how to add and subtract, but when it comes to a test that asks for the “sum” or the “difference,” will they understand the question?
Some examples of academic language are: sum, difference, product, characteristics, attributes, setting, plot, genre, form, infer, predict, synthesize, analyze, critique, interpret, etc. There is also specific academic language for specific subjects.
Get in the habit of using academic language with your students/children. When it comes time for testing, they will thank you!
Brain on Fire: My Month of Madness
By Susannah Cahalan
There is still so much we do not understand about the brain, diseases, and the effects of disease and/or traumatic brain injury (TBI). I am always very interested and fascinated about stories and studies regarding the brain.
This book is a true story–and an eye opener, with lots to learn about how we view the brain, mental illness, etc.
Why make predictions about a story?
Making predictions is a great way to assess and teach reading comprehension, as well as engage students in a story. Either read aloud to your students/children or have students read the beginning portion of a story. Be sure to go over the story title, beginning chapter titles, pictures, key vocabulary, etc.
After reading/doing the above, have students make predictions about the story–based on what they have already heard, read, or seen. The predictions do not need to be correct, but they should be logical. Any prediction based on the story should be affirmed as a great prediction!
As always, guide students through for the first few times when introducing a new concept. I recommend doing this as a whole class together or in small guided groups. For the worksheet below, choose the amount of pages you or the student reads that is right for the size of the book–enough to get to a point where you can make a prediction.
(I also ask students to write complete sentences as kids really need a lot of practice with this. You can give them beginning sentence ideas such as, “I predict,” “I think,” or “My prediction is” to help guide them in writing complete sentences.)
Click here to download: Making Predictions Freebie
“However many years she lived, Mary always felt that ‘she should never forget that first morning when her garden began to grow’.”
― Frances Hodgson Burnett, The Secret Garden
There are so many amazing books with garden themes, and so many life lessons in them. Here is a collage of my garden (organic, as you can see by some of the leaves). Finally, the tomatoes are getting ripe!
Gardening is a great way to learn “hands on,” and I have been fortunate enough to have a school garden at a couple schools where I have worked. The kids were so interested and involved! Even if in pots, try incorporating a garden into your teaching.