Maricopa Community Colleges  ETL103   19916-99999 
Official Course Description: MCCCD Approval: 05/28/91
ETL103 19916-99999 LEC 1 Credit(s) 1 Period(s)
Lesson Planning for Learning Styles (4-MAT)
Characteristics of specific learning styles and corresponding teacher delivery methods and procedures. Analysis of and lesson plan development for specific learning styles related to hemispheric mode preference for problem solving. Prerequisites: Teacher certification.
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MCCCD Official Course Competencies:
 
ETL103   19916-99999 Lesson Planning for Learning Styles (4-MAT)
1. Discuss the impact of teaching and learning styles on the learner. (I)
2. Differentiate the characteristics of specific learning styles. (II)
3. Assess learning styles and problem solving skills. (II, III)
4. Analyze the impact of specific teaching styles on creating painful environments for specific learning styles. (IV)
5. Produce lesson plans for specific learning styles and hemisphere indicator mode preferences. (V)
6. Describe classroom characteristics contributing to optimum learning environments for students. (IV)
7. Develop comprehensive evaluation tools for measuring learning based on objectives contained in lesson plans and components of classroom environmental characteristics. (VII)
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MCCCD Official Course Outline:
 
ETL103   19916-99999 Lesson Planning for Learning Styles (4-MAT)
    I. Teaching and Learning Styles
        A. Overview
        B. Cycles of learning
        C. Impact of teaching styles
          1. Student impact on teacher
          2. Teaching impact on student
        D. Perceiving
        E. Processing
        F. Learning styles inventory (LSI)
        G. Hemisphere mode indicator (HMI)
      II. Learning Styles of MAT
          A. Type one learners
            1. Student characteristics
            2. Leader characteristics
            3. Teacher characteristics
            4. Individual use
          A. Strength
          B. Goals
          C. Basic function
          D. Questions "why"
            5. Information
          A. Perception
          B. Process
          C. Reality
          B. Type two learner
            1. Student characteristics
            2. Leader characteristics
            3. Teacher characteristics
            4. Individual use
              a. Strength
              b. Goals
              c. Basic function
              d. Questions "why"
            5. Information
              a. Perception
              b. Process
              c. Reality
          C. Type three learner
            1. Student characteristics
            2. Leader characteristics
            3. Teacher characteristics
            4. Individual use
              a. Strength
              b. Goals
              c. Basic function
              d. Questions "why"
            5. Information
              a. Perception
              b. Process
              c. Reality
          D. Type four learner
            1. Student characteristics
            2. Leader characteristics
            3. Teacher characteristics
            4. Individual use
              a. Strength
              b. Goals
              c. Basic function
              d. Questions "why"
            5. Information
              a. Perception
              b. Process
              c. Reality
        III. Mode Preference
            A. Characteristics
              1. Left hemisphere
              2. Right hemisphere
              3. Hemisphere mode indicator (HMI)
            B. Problem solving
              1. Advantages
              2. Limitations
              3. Enhancing methods
            C. Influences
              1. Teaching style
              2. Learning style
          IV. Painful Environments
              A. Learner style influence
              B. Teacher style impact
            V. Lesson Plans
                A. Lesson plan overview
                B. Lesson plan components
                  1. Creating the experience (R-1)
                  2. Reflecting/analyzing the experience (L-1)
                  3. Integrating reflective analysis into components (R-2)
                  4. Developing concept skills (L-2)
                  5. Practice defined givens (L-3)
                  6. Practicing and adding something of one's self (R-3)
                  7. Analyzing application for relevant usefulness (L-4)
                  8. Applying to new complex experience (R-4)
              VI. Classroom Environment
                  A. Room arrangement
                  B. Esthetics of facility
                  C. Technical systems quality
                  D. Other
                VII. Evaluation Tools
                    A. Measurable components
                    B. Objectives
                    C. Environment
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