‫دروات خبيرة قياس االستاذة أمل القحطاني‬

Learning Styles

Style Description Learn Best Through the Use of ...

1-Visual • prefer learning by seeing  Charts, graphs, diagrams, and
Learners • Like to read flow charts ,Flashcards,
(input) • Benefit by visualizing,  Pictures and graphics
watching TV/video/films  Silent reading

2-Auditory • prefer learning by hearing  Discussion, dialog, debate

Learners • Repeat words aloud for  Phonics
memorization
(input)  Oral reading
• Use oral language
effectively  Listening to tapes or CDs
 Cooperative learning groups
3-Kinesthetic• Prefer learning by doing • Playing games
Learners • Learn through experience • Role playing
(input) and physical activity • Read body language/gestures
• Mime
• Drama
4-Tactile Learn by touching and • "Hands-on"work
Learners manipulating objects • Creating maps
(input) • Drawing, designing things

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5- Field-  (also called analytic • Moving from "part" to the

independent learners) like to "whole"
learners concentrate on the details of• Puzzles, logic games
language, such as grammar
rules, and enjoy taking apart
words and sentences. They
are sometimes unable to see
the “big picture” because of
their attention to its parts.

6-Field-  (also known as global • For example, they are more

dependent learners) focus on the whole interested in conveying an idea
learners picture and do not care so than worrying about whether it is
much about the details.
grammatically correct.

7-Inductive prefers to start with learner learns better by figuring

examples so generalizations out the rules from examples in
can be made from the language
pattern
8-deductive prefer to start with the rule learner learns better when I have
or theories so they can be the language rules before
made from pattern applying them

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 ‫دروات خبيرة قياس االستاذة أمل القحطاني‬
‫‪Modern Strategies Of Teaching‬‬
‫‪1-Critical Thinking‬‬ ‫‪7- Think Pair And Share‬‬
‫‪2-Brainstorming‬‬ ‫‪8-Cognitive Organizers‬‬
‫‪3-Roleplaying‬‬
‫‪4-collaborative Learning‬‬
‫‪5- Blended Learning‬‬
‫‪6- Individual Learning‬‬

‫التفكير الناقد ‪1-Critical Thinking‬‬

‫‪Critical thinking the objective analysis and evaluation of an issue in‬‬

‫‪ .‬تحليل موضوعي وتقييم لموضوع لكي نشكل حكم‪order to form a judgment‬‬

‫‪The list of core critical thinking‬‬

‫‪skills includes observation,‬‬
‫‪,‬التفسير‪interpretation‬المالحظة‬
‫‪,‬استدالل ‪, inference‬تحليل ‪analysis‬‬
‫‪,‬الشرح ‪, explanation‬تقويم ‪evaluation‬‬
‫االدراك ‪ -‬ما وراء ‪and meta-cognition‬‬
‫‪.‬المعرفة‬ ‫يعد العصف الذهني أسلوًبا فعاالً إلنشاء قوائم باألفكار وخلق‬
‫‪.‬االهتمام والحماس ملفاهيم أو موضوعات جديدة‬
‫يوفر العصف الذهني للمعلمني والطالب نظرة عامة على ما يعرفه‬
‫الطالب و ‪ /‬أو يفكرون فيه حول موضوع معني‬
‫‪:‬ضع قواعد أساسية للعصف الذهني مثل‬
‫تقبل كل األفكار بدون حكم‬
‫‪ -‬الكل يشارك‬
‫‪ -‬التركيز على الكمية ب‪4‬د ً‬
‫ال من الجودة‪.‬‬
‫‪-‬راجع األفكار وابحث عن طرق لدمجها و ‪ /‬أو فرزها‬
 ‫دروات خبيرة قياس االستاذة أمل القحطاني‬
2- Brainstorming ‫العصف الذهني‬

 Brainstorming is an effective technique for generating lists of ideas,

and creating interest and enthusiasm for new concepts or topics.
 Brainstorming provides teachers and students with an overview of
what students know and/or think about a specific topic
 Establish brainstorming ground rules such as:
-Accept all ideas without judgment
- Everyone participates
-Focus on quantity rather than quality.
-Review the ideas and look for ways to combine and/or sort Them

3- Role-playing ‫لعب االدوار‬

• Role-playing is the spontaneous acting out of situations, without costumes

or scripts
• Role-playing provides students with opportunities to explore and practice
new communication skills in a safe, nonthreatening environment.
• Express feelings, and take on the role of another person by “walking in
another’s shoes. ”
• At the conclusion, students have an opportunity to discuss how they felt
and what they learned about that particular situation.
• The most important part of role-play is the follow-up discussion.
‫ بدون أزياء أو نصوص‬، ‫لعب األدوار هو التمثيل العفوي من املواقف‬
.‫صا الستكشاف مهارات االتصال الجديدة وممارستها في بيئة آمنة وغير مهددة‬
ً ‫يوفر لعب األدوار للطالب فر‬
" .‫ والقيام بدور شخص آخر من خالل "السير في مكان آخر‬، ‫التعبير عن املشاعر‬
.‫ تتاح للطالب فرصة مناقشة ما شعروا به وماذا تعلموه عن هذا املوقف بالذات‬، ‫في الختام‬
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‫الجزء األكثر أهمية في لعب األدوار هو مناقشة املتابعة‬
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4-Collaborative learning ‫التعلم التعاوني‬
‫التعلم التعاوني هو نهج يعمل من خالله الطالب مًعا في مجموعات منظمة للوصول إلى أهداف مشتركة‬
Cooperative learning is an approach whereby students work together in
structured groups to reach common goals. It - ‫يهدف إلى تعزيز التعاون بدالً من املنافسة‬
- ‫مرتبطة بنجاح كل عضو‬، ‫نجاح كل شخص‬
aims to foster cooperation rather than .‫ولتطوير مهارات التفكير النقدي‬
competition – each person’s success is
linked with every other member’s success –‫شكطولنتعياوجنبيعلمعى‬
‫وبالتالي فإن املتعلمني مباشرون ونش‬
‫املشاركني في عملية التعلم العمل ب‬
and to develop critical thinking skills. ، ‫أعضاء املجموعة اآلخرين في املهام املوكلة إليهم‬
.‫ويجب أن يتعلموا مراقبة وتقييم التعلم الخاص بهم‬
The learners are thus direct and active
participants in the learning process, must work collaboratively with other
group members on tasks assigned, and must learn to monitor and evaluate
their own learning. Teacher roles also change drastically from traditional
lockstep organizations: (s)he speaks less, acts as facilitator of learning and
is responsible for the creation of a highly structured and well-organized
teaching environment which promotes successful group-based learning.
‫ ويعمل كميسر للتعلم وهو‬، ‫ )ق( يتحدث أقل‬:‫ضا بشكل جذري من املنظمات التقليدية‬ ً ‫تتغير أدوار املعلم أي‬
.‫مسؤول عن إنشاء بيئة تعليمية جيدة التنظيم ومنظمة بشكل جيد تعزز التعلم الجماعي الناجح‬
5-Blended Learning‫التعلم المدمج‬

Blended learning is a formal

education program in which a
student learns at least in part
through delivery of content and
instruction via digital and online
media with some element of
student control over time, place, path, or pace. While still attending a
“brick-and-mortar” school structure, face-to-face classroom methods are
combined with computer-mediated activities

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6-Individual Learning ‫التعلم الفردي‬

Individual Learning Plan is (student) specific program or strategy of

education or learning that takes into consideration the student's strengths
and weaknesses. While normal classroom or distance education is based
on the premise that all should get equal attention (a democratic principle),
be exposed to same curriculum and evaluated on the same pattern ('One
size fits all'), ILP presumes that the needs of individual students are
different, and thus, must be differently addressed
Individualized instruction: A method of instruction in which content,
instructional materials, instructional media, and pace of learning are based
upon the abilities and interests of each individual learner.

‫ طريقة رائعة لجمع املعلومات‬Think-Pair-Share ‫تعتبر استراتيجية‬

7-Think-Pair-Share ‫ إنها إستراتيجية سريعة وسهلة يمكن فكر زاوج شارك‬.‫حول مستوى فهم طالبك‬
.‫استخدامها عدة مرات خالل وحدة الدراسة‬
The Think-Pair-Share Strategy is a great way to gather information
about the level of understanding of your students. It is a quick and easy
strategy that can be used a number of times throughout a unit of study.
Ask students questions such as, “What did you
learn during today’s lesson?” or “What
connections can you make to your own life based
on what you have learned so far?” Give students a
few minutes to think about these questions. Pair
students up with partners.
Students share their thoughts with each other
and then join a larger group or the whole class..

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8- Cognitive Organizers

• Cognitive organizers (also known as key visuals or graphic organizers) are

formats for organizing information and ideas graphically or visually.
• Students can use cognitive organizers to generate ideas, record and
reorganize information, and see relationships.

Samples Of Cognitive Organizers

1-T-Charts
T-charts help students organize their knowledge and
ideas, and see relationships between pieces of
information. T-charts can have two, three or more columns

2-Venn Diagrams

Venn diagrams compare and

contrast information about two or
more objects, concepts or ideas .
They help students organize
information and see relationships.
They can used after such
activities as reading text ,listening to a speaker or viewing a film.

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3- Flowchart ‫دروات خبيرة قياس االستاذة أمل القحطاني‬
A flowchart is a type of diagram that
represents an algorithm, workflow or
process, showing the steps as boxes of
various kinds, and their order by
connecting them with arrows. This
diagrammatic representation illustrates a
solution model to a given problem.
Flowcharts are used in analyzing,
designing, documenting or managing a
process or program in various fields.

4- Cycle graph

A Cycle Graph or circular graph is

a graph that consists of a single cycle, or in
other words, some number of vertices
connected in a closed chain.

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 ‫دروات خبيرة قياس االستاذة أمل القحطاني‬
5-Concept Map & Mind Maps

Concept Map
Concept Map typically represents ideas
and information as boxes or circles, which
it connects with labeled arrows in a
downward-branching hierarchical
structure. The relationship between
concepts can be articulated in linking
phrases such as causes, requires, or
contributes to.

Mind Maps
Mind Maps differ from concept
maps in that mind maps focus
on only one word or idea, whereas
concept maps connect multiple
words or ideas. Also, concept
maps typically have text labels on
their connecting lines/arms.

Mind maps are based on radial hierarchies and tree structures denoting
relationships with a central governing concept, whereas concept maps are
based on connections between concepts in more diverse patterns.
However, either can be part of a larger personal knowledge base system.

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Language Learning Strategies

Major varieties of language learning strategies are cognitive, mnemonic,

metacognitive, compensatory (for speaking and writing), affective and
social.

Learner Strategies

Indirect Strategies Direct Strategies

1- Metacognitive 1- Cognitive

2- Affective 2- Mnemonic

3- Social 3- Compensation

1-Cognitive Strategies

Theses refer to the processes learners make use of in order to better

understand or remember learning materials or input and in retrieving it ,
such as by making mental association , underlining key phrases in a text ,
making word lists to review following a lesson.
. Examples of cognitive strategies are:
guessing from context, analyzing, reasoning, taking systematic notes and
reorganizing information.

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2-Mnemonic Strategies

Mnemonic strategies help learners link a new item with something

known. These devices are useful for memorizing information in an orderly
string (e.g. acronyms) in various ways; examples are: by sounds (e.g.
rhyming), by body movement (e.g. total physical response, in which the
teacher gives a command in English and learners physically follow this) or
by location on a page or blackboard (the locus technique).

3-Compensatory Strategies for speaking and writing

Compensatory strategies for speaking and writing help learners make up

for missing knowledge when using English in oral or written
communication, 000000 Compensatory strategies (or communication
strategies) for speaking include using synonyms, circumlocution and
gesturing to suggest the meaning.
Compensatory strategies for writing encompass some of the same
actions, such as synonym use or circumlocution. communication strategies
are intended only for language use, not for language learning, and that
such strategies should therefore not be considered language learning
strategies.
4-Metacognitive Strategies
Metacognitive Strategies these are ways in which learners control their
language by planning what they will do ,checking on progress ,and
evaluating their performance on a given task .for example
planning ,monitoring and evaluating

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5-Affective Strategies

Affective strategies include identifying one's feelings (e.g. anxiety, anger

and contentment) and becoming aware of the learning circumstances or
tasks that evoke them
Affective strategies are actions that learner takes to manage the emotions
they experience when learning a language or when they try out what they
have learned in communication

6-Social Strategies

Social strategies facilitate learning with others and help learners

understand the culture of the language they are learning. Examples of
social strategies are asking questions for clarification or confirmation,
asking for help, learning about social or cultural norms and values and
studying together outside of class.

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