Willingham, D. T. (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? American Educator. Retrieved July 1, 2008, from here. The article argues that although learners may have modalities, there’s no evidence that supports differentiating instruction to suit the modalities. Confirming that modality may exist in learners… “… it’s likely that … Read more
Miller, J. P., & Seller, W. (1990). Curriculum, Perspectives and Practice. Mississauga: Copp Clark Pittman. (Ch 9, pp 205-209) “A Transmission Model: Gagne’s Instructional Design System” (Ch 9) Book describes Robert Gagne’s system for curriculum development. Addresses “competency-based education” Claims that this system is “… closer to a science of education than other approaches …” … Read more
“The constructivist approach to learning is founded on the idea that the learner creates new meaning by connecting what they already have learned and experienced with what they are currently learning.” (p. 50)
In their research paper, Mitchell, Reilly, Solnosky, Bramwell, & Lilly (2004) present evidence that supports the hypothesis that self-selected teams for group assignments effectively decrease the success of the group work. The research considers the effect of self-selected groups as compared to teacher-selected groups, and it compares the effects of such groupings within low achieving … Read more
“Heterogeneous cooperative grouping is also seen as the antidote to the systematic alienation of women and students of color …” (p. 20)
This paper examines the role that Canadian community colleges can play to meet the social justice needs of their constituencies. It considers the meaning of social justice to the stakeholders of the community college. It describes how a community college can model the ideals of social justice to its students and to the community at large.