Lombardi, Thomas P. Publication, Distribution, et. Bloomington, In. .Phi Delta Kappa Educational Foundation, (c)1992. Physical Description: 45 p. : port. 18 cm. Series Statement: Fastback ; 345. Bibliography, etc. Note: Includes bibliographical references (p. 42-45). Corporate Name: Phi Delta Kappa. Educational Foundation. Uniform Title: Fastback ; 345. Rubrics: Slow learning children Study skills.
Works by Thomas P. Lombardi. Learning strategies for problem learners (Fastback) 2 copies. ITPA: Clinical interpretation and remediation 2 copies. A short guide to special education due process 1 copy. Thomas P. Lombardi is currently considered a "single author. If one or more works are by a distinct, homonymous authors, go ahead and split the author. Lombardi is composed of 1 name.
No current Talk conversations about this book.
Bar Code: 04007 Title: Fastback 345 Author: Thomas P. Lombardi Publish Date: 1992 Publisher: Category: Teachers Reference Description: This is a learning strategies for problem learners. back to top. Bar Code: 04008 Title: Love Author: Leo Buscaglia Publish Date: 1972 Publisher: Ballantine Books Category: Teachers Reference Description: This is a book about love. Bar Code:04086 Title: Comprehension Strategies for Middle Grade Learners Author: Charlotte Rose Sadler Publish Date: 2001 Publisher: Library of Congress Category: Teachers Reference Description: A hand book for content area teachers, author arms teachers in all curricular areas with practical tools to help students understand their assigned reading.
Strategies for Educating Diverse Learners, PDK Fastback by Rita Dunn (1995). IEC. Religious Education Syllabus for Integrated Schools (Integrated Education Council). Aims for All in Religious Education", by Noël Shuell (1988). NS. "The Nature of a Religion", by Ninian Smart, in The World's Religions (1989), pp. 8-21. 345. Thomas Lombardi, Learning Strategies for Problem Learners (1992). 237. Kevin Ryan, The Induction of New Teachers (1986). 311. Frank Sparzo, Preparing Better Teacher-Made Tests: A Practical Guide (1990).
Learning styles and strategies. Richard M. Felder Hoechst Celanese Professor of Chemical Engineering North Carolina State University. Barbara A. Soloman Coordinator of Advising, First Year College North Carolina State University. Active and reflective learners. Active learners tend to retain and understand information best by doing something active with it–discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
Learning strategies are steps taken by students to enhance their own learning.
This is my second post in a series of three - Learning tips and study strategies for the three main types of learners (visual, auditory, kinesthetic). Just a reminder - everyone has a predominate learning style, but this doesn't mean you can't benefit from multiple styles of learning! 1. Work in QUIET areas to avoid distraction. This is so important for auditory learners because noises distract them far more than the other students.
Some arguments for teaching learning strategies. 1. Differences in strategies used by successful and unsuccessful learners. Our ability to use these kinds of tools or strategies was one of the reasons why we became successful linguists. Rubin (1990, p. 279) approaches the problem from a different angle. ince each learner can only learn in ways that are meaningful to him or herself and since each learns in a slightly different manner, it follows that the same approach cannot be fully effective for all students.
Prospect Vol. 17, No. 1 April 2002 15. J moir and I s p nation. use and in the effectiveness with which they apply these (Gu and Johnson 1996; Lawson and Hogben 1996; Schmitt 1997).