Teaching to Individual Differences in Science and Engineering Librarianship

Teaching to Individual Differences in Science and Engineering Librarianship
Author: Jeanine Mary Williamson
Publisher: Chandos Publishing
Total Pages: 190
Release: 2017-08-11
Genre: Language Arts & Disciplines
ISBN: 0081018827
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Teaching to Individual Differences in Science and Engineering Librarianship: Adapting Library Instruction to Learning Styles and Personality Characteristics applies learning styles and personality characteristics to science and engineering library instruction. After introducing the idea that individuals tend to choose college majors and occupations in alignment with their learning style and personality characteristics, the book presents background on the Kolb Learning Styles model, the 16 PF (Personality Factor) framework, and the Big Five/Narrow Traits personality framework. It then reviews extant knowledge on the learning styles and personality characteristics of scientists, engineers and librarians. Next, the book considers general approaches to the personalization of instruction to learning styles and personality characteristics, opportunities for such personalization in science and engineering library instruction, and science and engineering librarian attitudes towards, and approaches to, this type of personalization of instruction. - Best Publication Award - ASEE Engineering Library Division - Considers teaching and individual differences within science and engineering librarianship - Offers a balanced and critical account of the adaptation of library instruction to learning styles and personality characteristics - Cites the dynamic instruction/adaptive teaching literature - Discusses opportunities and suggestions for incorporating personalization into science and engineering library instruction

Handbook of Individual Differences, Learning, and Instruction

Handbook of Individual Differences, Learning, and Instruction
Author: David H. Jonassen
Publisher: Routledge
Total Pages: 521
Release: 2012-12-06
Genre: Education
ISBN: 1136481060
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Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.

Individual Differences and Instructed Language Learning

Individual Differences and Instructed Language Learning
Author: Peter Robinson
Publisher: John Benjamins Publishing
Total Pages: 399
Release: 2002-09-27
Genre: Language Arts & Disciplines
ISBN: 9027297517
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Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.

Instructional Development Paradigms

Instructional Development Paradigms
Author: Charles R. Dills
Publisher: Educational Technology
Total Pages: 936
Release: 1997
Genre: Education
ISBN: 9780877782940
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An encyclopedic examination of competing paradigms in the areas of instructional design and development at all levels and in a variety of environments. The 46 treatments feature the analysis of experienced scholars and sometimes the authors of the particular theories under discussion which include topics in instructional development in its philosophical mode (constructivism, postmodernism, systems approach), as a cultural vantage point, and in theory and application reviewing the effects of technology on class design, the influences of semiotics, the strategic advantages of constructivist instruction versus linear designs, and modeling for applying design strategies from constructivism and cognitive theory to individualizing instruction with adult learners. Annotation copyrighted by Book News, Inc., Portland, OR

How to Differentiate Instruction in Mixed-ability Classrooms

How to Differentiate Instruction in Mixed-ability Classrooms
Author: Carol A. Tomlinson
Publisher: ASCD
Total Pages: 128
Release: 2001
Genre: Education
ISBN: 0871205122
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Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.