practical approaches using learning de dunn rita (18 résultats)

Etat : Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Etat : New.

hardcover. Etat : New. In shrink wrap. Looks like an interesting title!

Etat : As New. Unread book in perfect condition.

Etat : New. In.

Etat : New.

Etat : New. A challenge to the traditional instructional process of lecture and discussion within the college classroom. This text describes the theory, practice and research that support a wider variety of approaches, accommodating the learning-style preferences of each student. Num Pages: 280 pages, bibliography, indexes. BIC Classification: JNM; JNT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 24. Weight in Grams: 544. . 2000. hardcover. . . . .

Etat : As New. Unread book in perfect condition.

Etat : New. A challenge to the traditional instructional process of lecture and discussion within the college classroom. This text describes the theory, practice and research that support a wider variety of approaches, accommodating the learning-style preferences of each student. Num Pages: 280 pages, bibliography, indexes. BIC Classification: JNM; JNT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 24. Weight in Grams: 544. . 2000. hardcover. . . . . Books ship from the US and Ireland.

Hardcover. Etat : Brand New. 269 pages. 9.50x6.50x0.75 inches. In Stock.

HRD. Etat : New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Etat : New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Etat : new. Hardcover. Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college classroom and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their institutions of higher education. Some of these practitioners have been using learning-style for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning- Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences.A road map is provided for college faculty to assist them in moving toward accommodating students' learning-style strengths by comparing the major theories of learning styles that range from uni- to multi-dimensional in scope. Strategies include: identifying and administering valid and reliable instruments for assessing college students' learning styles, interpreting assessment results so that each student becomes aware of his/her own strengths and is provided a computer-generated prescription for improving their study skills and successfully completing assignments, designing instruction to respond to both global and analytic students' processing styles, developing course content and materials to accommodate the learning-style preferences of college students, and evaluating the impact of learning-styles-based instruction. A challenge to the traditional instructional process of lecture and discussion within the college classroom. This text describes the theory, practice and research that support a wider variety of approaches, accommodating the learning-style preferences of each student. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardback. Etat : New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Hardcover. Etat : new. Hardcover. Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college classroom and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their institutions of higher education. Some of these practitioners have been using learning-style for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning- Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences.A road map is provided for college faculty to assist them in moving toward accommodating students' learning-style strengths by comparing the major theories of learning styles that range from uni- to multi-dimensional in scope. Strategies include: identifying and administering valid and reliable instruments for assessing college students' learning styles, interpreting assessment results so that each student becomes aware of his/her own strengths and is provided a computer-generated prescription for improving their study skills and successfully completing assignments, designing instruction to respond to both global and analytic students' processing styles, developing course content and materials to accommodate the learning-style preferences of college students, and evaluating the impact of learning-styles-based instruction. A challenge to the traditional instructional process of lecture and discussion within the college classroom. This text describes the theory, practice and research that support a wider variety of approaches, accommodating the learning-style preferences of each student. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. A challenge to the traditional instructional process of lecture and discussion within the college classroom. This text describes the theory, practice and research that support a wider variety of approaches, accommodating the learning-style preferences of ea.

Buch. Etat : Neu. Practical Approaches to Using Learning Styles in Higher Education | Rita Dunn (u. a.) | Buch | Gebunden | Englisch | 2000 | Praeger | EAN 9780897897037 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college classroom and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their institutions of higher education. Some of these practitioners have been using learning-style for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning- Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences.A road map is provided for college faculty to assist them in moving toward accommodating students' learning-style strengths by comparing the major theories of learning styles that range from uni- to multi-dimensional in scope. Strategies include: identifying and administering valid and reliable instruments for assessing college students' learning styles, interpreting assessment results so that each student becomes aware of his/her own strengths and is provided a computer-generated prescription for improving their study skills and successfully completing assignments, designing instruction to respond to both global and analytic students' processing styles, developing course content and materials to accommodate the learning-style preferences of college students, and evaluating the impact of learning-styles-based instruction.