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You need to put together parts to construct a Simpro Dumpmaster 1800.  How would you do it? Move to your corner of the room.

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As you watch the video, consider the learning style you think fits your method.

Then leave a comment below responding to:
Why do learning styles matter when training WM people?

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Let's find out about you!

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This quiz is part of a resource
for biomedical professionals
developed by

View EMTRAIN's online
course catalogue for
biomedical professionals

We all approach our learning differently; as trainers, we need to take different learning styles into account if we want to get the most out of our trainees.
Take the short learning styles quiz - based on Honey & Mumford 1982 [1] - to identify your personal preference and some learning methods especially suited to this style. Importantly, we will also direct you to learning methods that cater for different styles to help you incorporating a balanced combination of learning methods into your training.

Look at the Quiz statements and tick the boxes for those that are usually true for you. Leave the boxes empty if the statements are usually untrue for you.

The quiz statements are reproduced with kind permission of RapidBI.com [2] from their 'learning styles lite' quiz.

Name and other information:

The Figure in the Introduction is based on David Kolb's model and retrieved and redrawn from the website of Donald Clark - Learning Styles Experiential Learning Model [5]. This web app is provided by EMTRAIN WP8.

Cath Brooksbank, ELIXIR (EMBL-EBI)

Rebecca Ludwig, EATRIS (HZI)

Pavel Dallakian, EMTRAIN (MUW)

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This quiz is part of a resourcefor biomedical professionals developed by View EMTRAIN's online course catalogue for biomedical professionals We all approach our learning differently; as trainers, we need to take different learning styles into account if we want to get the most out of our trainees.

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Watch the example training session. Consider mistakes the trainer has?
Discuss the questions at the end of the video.
Click to open in a new window.

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Use the cheat sheet and video (as passive learning materials) and try to create an active, adult-learner appropriate set of tasks for a potential training session.

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by BUSYTEACHER_admin 95,941 views

We need to slowly ease people into learning, starting them off with something easy and slowly becoming more and more complex. This is generally how a course runs, and in a way the class is much like a miniature course within a course. The students need something easy to get them started, so the wheels in their head can start turning, so to speak. There are also numerous warm-up techniques which teachers use. Testing vocabulary is usually one of the most obvious ones that people will use. There are many more, but it is important for teachers to realize why they warm up classes.

Why You Should Start Every Lesson With A Warmer

1. Setting the Tone
Undoubtedly, a warm up lesson will set the tone for what is to take place during the class. This is a great idea for many reasons. Students will have some idea of what to expect, and the topic can easily be introduced to them. For example, if one were teaching a business class about imports and exports, one could have a warm-up exercise where the students can test their own knowledge of related vocabulary. It will allow them to start off in a single train of thought in order to keep them on track for the remainder of the class.

2. The Importance of Planning
A lot of teachers plan. In fact, planning is probably where most of the work goes into a class. Of course, the important parts are gone over including the activities and other exercises. But a lot of teachers will forget to do things such as warming up and cooling down. They will often come into the class and pull something off the top of their head. Whilst this can work, it is always good to be prepared. Construct a good warm up session from the materials that are going to be covered in the class itself. This will give the students plenty to talk about at the beginning, and will help ease them into the rest of the lesson.

3. Inhibited Students
Warm ups and ice breakers are essential for those classes where everybody is new, including the teacher. They will allow everyone to relax and get to know each other. This way, people will become less inhibited and more likely to chat with their peers and with the teacher. It will raise the energy levels, allowing everybody feel a little more at home. It is important for students to feel comfortable in the class, as a first day can be especially daunting. In this spirit, a warm up exercise can work wonders at getting people more mobilised.

4. Length of Time
Normally it is advised to have a warm up session during the first five minutes of the class. Students need to get from speaking their own language to speaking English. If one is teaching in a country where the official language is not English, then beforehand the students will be speaking their own language. This might continue after they have gone into the class, so it is important to give them some time to get used to speaking English. This way they will also increase in their confidence, and related back to the last topic of helping them to lose their inhibitions. Student participation is key, as this class is for them to improve and therefore they need to be able to speak it as much as possible. This ties in with the concepts of Teacher Talking Time and Student Talking Time. Student Talking Time is meant to increase as the class goes on. The teacher can consider the class a success if the students end up speaking more English as it proceeds.

5. Making Corrections
It is true that students also need to be corrected during class. This will allow them to identify their mistakes and not make them again. Stress how important it is for the students to make mistakes, so they will not feel embarrassed or afraid to speak again. But during the warm up exercises, disregard this. The warm up session needs to have a certain flow. Allow it to continue and then perhaps jot down whatever mistakes were made. Once it is completed, then one will be able to go over the mistakes with the students again and tell them where they went wrong.

It is also important to make sure that the warm up sessions are a little bit fun. Getting the student relaxed and thinking in English is the key issue here.

Nothing can be learned if the students are tense and unwilling to speak, therefore warming up will allow the wheels in their head to start turning and open up the gateway to knowledge.

P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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Why You Should Always Start With a Warmer

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by BUSYTEACHER_admin 95,941 views We need to slowly ease people into learning, starting them off with something easy and slowly becoming more and more complex. This is generally how a course runs, and in a way the class is much like a miniature course within a course.

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Advertisement

Do we live in a holographic universe? How green is your coffee? And could drinking too much water actually kill you?

Before you click those links you might consider how your knowledge-hungry brain is preparing for the answers. A new study from the University of California, Davis, suggests that when our curiosity is piqued, changes in the brain ready us to learn not only about the subject at hand, but incidental information, too.

Neuroscientist Charan Ranganath and his fellow researchers asked 19 participants to review more than 100 questions, rating each in terms of how curious they were about the answer. Next, each subject revisited 112 of the questions-half of which strongly intrigued them whereas the rest they found uninteresting-while the researchers scanned their brain activity using functional magnetic resonance imaging (fMRI).

During the scanning session participants would view a question then wait 14 seconds and view a photograph of a face totally unrelated to the trivia before seeing the answer. Afterward the researchers tested participants to see how well they could recall and retain both the trivia answers and the faces they had seen.

Ranganath and his colleagues discovered that greater interest in a question would predict not only better memory for the answer but also for the unrelated face that had preceded it. A follow-up test one day later found the same results-people could better remember a face if it had been preceded by an intriguing question. Somehow curiosity could prepare the brain for learning and long-term memory more broadly.

The findings are somewhat reminiscent of the work of U.C. Irvine neuroscientist James McGaugh, who has found that emotional arousal can bolster certain memories. But, as the researchers reveal in the October 2 Neuron, curiosity involves very different pathways.

To understand what exactly had occurred in the brain the researchers turned to their imaging data. They discovered that brain activity during the waiting period before an answer appeared could predict later memory performance. Several changes occurred during this time.

First, brain activity ramped up in two regions in the midbrain, the ventral tegmental area and nucleus accumbens. These regions transmit the molecule dopamine, which helps regulate the sensation of pleasure and reward. This suggests that before the answer had appeared the brain's eager interest was already engaging the reward system. "This anticipation was really important," says Ranganath's co-author, U.C. Davis cognitive neuroscientist Matthias Gruber. The more curious a subject was, the more his or her brain engaged this anticipatory network.

In addition, the researchers found that curious minds showed increased activity in the hippocampus, which is involved in the creation of memories. In fact, the degree to which the hippocampus and reward pathways interacted could predict an individual's ability to remember the incidentally introduced faces. The brain's reward system seemed to prepare the hippocampus for learning.

The implications are manifold. For one, Ranganath suspects the findings could help explain memory and learning deficits in people with conditions that involve low dopamine, such as Parkinson's disease.

Piquing curiosity could also help educators, advertisers and storytellers find ways to help students or audiences better retain messages. "This research advances our understanding of the brain structures that are involved in learning processes," says Goldsmiths, University of London psychologist Sophie von Stumm, unconnected to the study. She hopes other researchers will replicate the work with variations that can clarify the kinds of information curious people can retain and whether results differ for subjects who have broad 'trait' curiosity as opposed to a temporarily induced specific interest.

Ranganath's findings also hint at the nature of curiosity itself. Neuroscientist Marieke Jepma at the University of Colorado Boulder, who also did not participate in this study, has previously found that curiosity can be an unpleasant experience, and the brain's reward circuitry might not kick in until there is resolution. She suspects, however, that her findings and Ranganath's results are two sides of the same coin. To explain this, she refers to the experience of reading a detective novel. "Being uncertain about the identity of the murderer may be a pleasant reward-anticipating feeling when you know this will be revealed," she says. "But this will turn into frustration if the last chapter is missing."

Ranganath agrees that the hunger for knowledge is not always an agreeable experience. "It's like an itch that you have to scratch," he says. "It's not really pleasant."

ABOUT THE AUTHOR(S)

Daisy Yuhas

Daisy Yuhas is a science writer and features editor for SAPIENS.

Credit: Nick Higgins

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Curiosity Prepares the Brain for Better Learning

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Do we live in a holographic universe? How green is your coffee? And could drinking too much water actually kill you? Before you click those links you might consider how your knowledge-hungry brain is preparing for the answers.

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Summary: 1961 - Jerome Bruner, an American psychologist, introduces the Discovery Learning Model. Check the Instructional Design Models and Theories: The Discovery Learning Model article and presentation to find more.

What is Discovery Learning

Discovery Learning was introduced by Jerome Bruner, and is a method of Inquiry-Based Instruction. This popular theory encourages learners to build on past experiences and knowledge, use their intuition, imagination and creativity, and search for new information to discover facts, correlations and new truths. Learning does not equal absorbing what was said or read, but actively seeking for answers and solutions.

The 5 Principles of Discovery Learning Model

The Discovery Learning Model integrates the following 5 principles:

Principle 1: Problem Solving.
Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and simplifying knowledge. This way, learners are the driving force behind learning, take an active role and establish broader applications for skills through activities that encourage risks, problem-solving and probing.

Principle 2: Learner Management.
Instructors should allow participants to work either alone or with others, and learn at their own pace. This flexibility makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary stress, and makes them feel they own learning.

Principle 3: Integrating and Connecting.
Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real world. Familiar scenarios become the basis of new information, encouraging learners to extend what they know and invent something new.

Principle 4: Information Analysis and Interpretation.
Discovery learning is process-oriented and not content-oriented, and is based on the assumption that learning is not a mere set of facts. Learners in fact learn to analyze and interpret the acquired information, rather than memorize the correct answer.

Principle 5: Failure and Feedback.
Learning doesn't only occur when we find the right answers. It also occurs through failure. Discovery learning does not focus on finding the right end result, but the new things we discover in the process. And it's the instructor's responsibility to provide feedback, since without it learning is incomplete.

The Discovery Learning Model Techniques

The discovery learning educational sessions should be well-designed, highly experiential and interactive. Instructors should use stories, games, visual aids and other attention-grabbing techniques that will build curiosity and interest, and lead learners in new ways of thinking, acting and reflecting.
The techniques utilized in Discovery Learning can vary, but the goal is always the same, and that is the learners to reach the end result on their own. By exploring and manipulating situations, struggling with questions and controversies, or by performing experiments, learners are more likely to remember concepts and newly acquired knowledge.

The Discovery Learning Model Key Advantages And Drawbacks

Discovery learning has many key advantages, such as:

It encourages motivation, active involvement, and creativity

It can be adjusted to the learner's pace

It promotes autonomy and independence

It ensures higher levels of retention

However, as all models, it has also few drawbacks that can be summarized as follows:

It needs a solid framework, because the endless wandering and seeking for answers might be confusing.

It shouldn't be used as a main instruction method, because it has limitations in practice and might produce inadequate education.

Instructors need to be well prepared and anticipate the questions they may receive, and be able to provide the right answers or guidelines.

At a certain level, it rejects the idea that there are significant skills and knowledge that all learners should need to learn.

Join us at the Instructional Design History Journey
A New Instructional Design Model Will Be Added Every Week! You are more than welcome to let us know if you would like us to cover an instructional design model and theory that is not included at the Instructional Design Models and Theories. Simply leave a comment at the Instructional Design Models and Theories.

References

Discovery Learning (Jerome Bruner -1961)

Discovery Learning

Jerome Bruner (1915- ) Constructivism & Discovery Learning

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Instructional Design Models and Theories: The Discovery Learning Model

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What is Discovery Learning. The 5 Principles of Discovery Learning Model. The Discovery Learning Model Techniques. Discovery Learning Model Pros and Cons.

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In this series about lesson plans, we're breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. Independent Practice is the sixth step for teachers, coming after defining the following steps:

Writing a Guided Practice section is the fourth step in writing an effective and strong 8-step lesson plan for the elementary school classroom. In the Guided Practice section of your written lesson plan, you will outline how your students will demonstrate that they have grasped the skills, concepts, and modeling that you presented to them in the Direct Instruction portion of the lesson. This is where you let them work independently while they are still in the classroom, providing a supportive learning environment where you can empower them to work on their own, but still offer support.

Typically, you'll provide an in-class assignment to work on. While you walk around the classroom observing the students work, you can provide some limited assistance for the given activity. Often, a worksheet, illustration or drawing project, experiment, writing assignment, or another type of activity works well in this situation. Whatever you assign, the students should be able to perform the task and be held accountable for the lesson's information.

The Guided Practice activities can be defined as either individual or cooperative learning. Working in small groups can allow the students to support each other, but it's important to make sure that all students are actively engaged and showing mastery over the assignment at hand.

As a teacher, you should observe the students' level of mastery of the material in order to inform your future teaching. Additionally, provide focused support for individuals needing extra help to reach the learning goals. Correct any mistakes that you observe.

Students may want to split into pairs to work together on a drawing.

On a piece of paper, students will draw a picture of plants, incorporating characteristics they learned about in this lesson (listed on board).

On the other side of the paper, students will draw a picture of animals, incorporating characteristics they learned about in this lesson (listed on board).

Students complete a book review that corresponds to what they are reading.

Students edit and rewrite an essay.

Students follow guided reading procedures as they are instructed by their teacher.

Is homework considered guided practice? Often new teachers mistake guided practice as independent practice. However, guided practice is NOT considered to be independent practice, therefore, homework is not a part of guided practice. Guided practice is intended to be done with the teachers around and available for assistance.

Do you have to model before you give independent practice? Yes, you do. Guided practice is modeling for the students. It is essentially the easiest part of the lesson because you are just doing the learning objective. Students learn from modeling.

Are guided practice questions necessary? Although they are not necessary, they are a valuable teaching tool. Guided practice questions are a great way to help students understand a concept and it also helps you, the teacher, know if students are comprehending what you are teaching them.

Is guided practice considered modeling? Guided practice is where the students take what they have learned and put it to the test with the help of the teacher. It can be a hands-on activity where students demonstrate their ability and knowledge of the subject matter and where the teacher is there to watch them, model for them, and guide them to find a solution.

Does it have to be a cooperative activity can be it be an individual activity? As long as students are demonstrating their understanding of the concept it can be either or.

What is the difference between guided and independent practice? Guided practice is where the instructor helps to guide the students and does the work together, while independent practice is where students must complete the work by themselves without any help.

This is the section where students must be able to understand the concept that was taught and complete it on their own.

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In this series about lesson plans, we're breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. Independent Practice is the sixth step for teachers, coming after defining the following steps: Writing a Guided Practice section is the fourth step in writing an effective and strong 8-step lesson plan for the elementary school classroom.

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by Claudia Pesce 311,691 views

Who among ESL teachers does not understand the purpose behind a warm up activity? We all agree that it's important to get students focused, to introduce a task or topic, to break the ice, or simply place your students in " English mode ".

But what about cool downs?

Many teachers are not aware of the importance of a cool down. And what is exactly this importance?

Many teachers just play a game or let students work on an activity till the bell rings. When you do this you neglect to give your students closure on what they have learned for the day. You're not capitalizing on your unique opportunity to effectively wrap things up in a way that will benefit your students' learning.

The warm up and the cool down are like the introduction and the conclusion of an essay.

An essay with no conclusion has a very abrupt ending. If you just let students work on an activity till it's time to go home, you are not only giving them a sudden and abrupt ending to the lesson, you may also come across as disorganized and improvised. The cool down, however, clearly shows students that this is the way you planned for the lesson to end and that you're ending it like this for a reason. The cool down has its own purpose.

7 effective ways to end a lesson - because those last minutes matter!

What have you learned today?

It goes without saying that you should never end a lesson by introducing something new, just to leave your students hanging till the next class. The best way to end a lesson is to give students some kind of review activity, so that they may see the progress they've made in just one lesson. One of the most common and easiest to implement is simply taking the last 5 minutes of class to ask your students, " What have you learned today?" Notice, here, that you're not the one telling them what they've learned. They may give you a list of new words, or say they learned to speak about what they did in the past or what they will do in the future, etc... Students may pick up something they missed earlier. Also, it's important to speak in functional ways, for example not say they learned to use the " simple present " but rather that they learned to speak about their habits, schedules, and everyday activities.

Performance correction and feedback

Right before the last 5 minutes of class you can have some sort of performance activity, for instance a role play. Usually we don't correct students during the role play so we don't interrupt the flow, but when they're done you can end the class with corrections of words or expressions they used incorrectly; things they forgot to say, etc...and your students will go home with these corrections fresh on their minds. Students may also give their opinion or feedback on their classmates' performance.

60 seconds

Choose a few students and give each 60 seconds to speak about something you've covered that day: what they did yesterday if you worked on simple past; talk about Halloween, professions, or animals; older learners may even give a "how to" lesson; they may also summarize a story they heard, or place themselves in another person's shoes, like a celebrity, profession, or even animal. But they must speak for a full minute. To motivate students to speak, you may choose to reward the student who says the most, or includes the most information, with a reward sticker.

Write an email

Ask students to imagine they have to write an email to a friend or family member and tell them what they did today in their ESL class. Students have a chance to summarize what they've learned in written form. This writing activity may be tailored to any topic. If you talked about farm animals, ask students to write about their favorite animal and why it's their favorite. And the same goes for foods, sports, celebrities. Adult learners may write a business email with the new vocabulary they've learned.

Say goodbye

For very young ESL learners the best way to wrap up a lesson is with a goodbye song or saying goodbye to a puppet. The puppet may "ask" them questions about something they learned, and even give them a short "review" by asking, "What's this?" or "What's that?" or any other question or expression they may have learned. You may set aside this special time with the puppet every day at the end of the class, so children know what to expect, and even though they may be very young, they will still have this sense of closure.

Tidying up

After a special holiday class, or right after a lesson packed with arts and crafts, ask students to help you tidy up the classroom. Make sure you factor in this tidy up time when you plan crafts. Letting students run off with their art work just to leave you in a classroom littered with papers and art supplies gives them the wrong message.

Sharing with the class

Another great way to end your class is by asking your students to share whatever it is that you worked on that day: a fall collage; a painting; they may read something they've written. The important thing here is to give them a space to share something they've produced with the language elements they've learned. Even adult learners may read a letter or email they've written.

You can do anything you want to wrap up your lesson and be as creative as you want to be.

However, it is essential that you provide these three things:

a time for students to cool down after an activity-filled class

some sort of review of what they've learned

the proper closure to the day's tasks

Keep these three essential points in mind, and you'll come up with great, effective ways to end your lessons every time!

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by Claudia Pesce 311,691 views Who among ESL teachers does not understand the purpose behind a warm up activity? We all agree that it's important to get students focused, to introduce a task or topic, to break the ice, or simply place your students in " English mode ".

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Get your phones out (one per pair)!

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Use this to design your training session.

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Email Etiquette Video

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Proper email etiquette with corporate comedian Greg Schwem

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4 min read

Opinions expressed by Entrepreneur contributors are their own.

When the use of email became common in the early 90s, the business world changed. Email now takes up a significant portion of our workday. According to a study by the International Data Corporation (IDC) workers spend 28 percent of their workweek reading and answering email.

While we try to work faster and more efficiently, we must not forget the social rules that accompany any form of communication. Here are some of the dos and don'ts of email etiquette.

Do have a clear subject line.

Most of us have to compete with the hundreds of emails clogging our inbox every day, so the clearer your subject line, the more likely your message will be read. For example, if you're sending a proposal to someone, be specific and write, "The Fitch Proposal Is Attached."

Don't forget your signature.

Every email should include a signature that tells the recipient who you are and how to contact you. Set it up to automatically appear at the end of each email. Include all of your contact details so the recipient doesn't have to look up your address, email or phone number.

Do use a professional salutation.

Using "Hey," "Yo," or "Hiya" isn't professional, no matter how well you know the recipient. Use "Hi" or "Hello" instead. To be more formal, use "Dear (insert name)." Using the person's name in the salutation -- "Hello Robert" -- is quite appropriate, but remember not to shorten a person's name unless you're given permission to do so.

Don't use humor.

Humor does not translate well via email. What you think is funny has a good chance of being misinterpreted by the other party, or taken as sarcasm, without the accompanying vocal tone and facial expressions. When in doubt, leave humor out of business communications.

Do proofread your message.

Don't be surprised if you're judged by the way you compose an email. For example, if your email is littered with misspelled words and grammatical errors, you may be perceived as sloppy, careless, or even uneducated. Check your spelling, grammar and message before hitting "send."

Don't assume the recipient knows what you are talking about.

Create your message as a stand-alone note, even if it is in response to a chain of emails. This means no "one-liners." Include the subject and any references to previous emails, research or conversations. It can be frustrating and time consuming to look back at the chain to brush up on the context. Your recipient may have hundreds of emails coming in each day and likely won't remember the chain of events leading up to your email.
Related: Google's 'Smart Reply' Feature Arrives on Desktops Today
Do reply to all emails.

Give a timely and polite reply to each legitimate email addressed to you. Even if you do not have an answer at the moment, take a second to write a response letting the sender know you received their email. Inform the sender if their email was sent to the wrong recipient, too.
Related: Ever Get a 'Please Do This, ASAP!' Email Commandment at 4:50 p.m.? Not Cool.
Don't shoot from the lip.

Never send an angry email, or give a quick, flip response. Give your message some thoughtful consideration before sending it. If you feel angry, put your message into the "drafts" folder, and review it again later when you are calmer and have time to formulate an appropriate response.

Do keep private material confidential.

It is far too easy to share emails, even inadvertently. If you have to share highly personal or confidential information, do so in person or over the phone. Ask permission before posting sensitive material either in the body of the email or in an attachment.
Related: Email Needs Endless Management. Follow These 4 Simple Rules to Boost Your Productivity.
Don't! overuse exclamation points.

Exclamation points and other indications of excitement such as emoticons, abbreviations like LOL, and all CAPITALS do not translate well in business communications. Leave them off unless you know the recipient extremely well. It's also not professional to use a string of exclamation points!!!!!

It may take some practice to keep your emails professional and to the point, but you will look more polished and organized in the long run.

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4 min read Opinions expressed by Entrepreneur contributors are their own. When the use of email became common in the early 90s, the business world changed. Email now takes up a significant portion of our workday. According to a study by the International Data Corporation (IDC) workers spend 28 percent of their workweek reading and answering email.

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Follow the link and join MCILROY room