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Learning styles and strategies, BIBLIOGRAPHY - Coggle Diagram

- - - - Sensitive to learning environment such as light, temperature, furniture.
    - - Sensitive to relationships within the learning environment.
  - - - Reinforcements such as charts, pictures and graphs. For example, students learn vocabulary with flashcards.
    - - Listening information. For example, students listen to the audios and complete the listening activities for the text.
    - - Opportunity to use manipulative resources. For example, students create a didactic model of windmill with their hands.
    - - Movement associated with learning. For example, The students will make an oral presentation about the Christmas festivity, their experience will be of great help for their learning.
- - - - Putting things that are similar together in groups. Example: study a list of verbs and classify them into regualar and irregular.
    - - What is to come in the learning process. For example, look a text and predict what will be learned.
    - - Looking for patterns and regularities. Example: study a dialogue and discover the present and past simple.
    - - Writing down the important information in a text in your own words. Example: you take a class and write down a summary in your own words.
    - - Showing the main ideas in a text in the form of a map. Example: students make concept maps on the topic of the unit.
    - - Using what you know to learn something new.
    - - Distinguishing between the main idea and supporting information. For example, students will create a paragraph with the grammar studied, they will use two resources if necessary.
    - - Using information from a text to label a diagram. For example, The teacher will write sentences in the past tense and ask the students to determine how it is formed.
  - - - Learners share their own opinions. For example, students express an opinion about an emotional situation.
    - - Thinking about ways you learn best. For example, use of flashcards, and conference abstracts.
    - - Thinking about how well you did on a learning task. For example, evaluate ourselves as students to determine our knowledge
  - - - Pretending to be somebody else and using the language for the situation you are in. For example, the student is a reporter and use all information from the text to interview other students.
    - - Sharing ideas and learning with other students. For example: work in groups of three students to complete activities.
  - - - Thinking of as many new words and ideas as you can. Example: work in pairs, work in groups.
  - - - Doing controlled exercises to improve knowledge and skills. For example, students listen to music and practice new words through the songs.
    - - Using expressions to start conversations. For example, each student can express himself appropriately according to the image that is in the workbook.
    - - Using the surrounding context to guess the meaning.
    - - Picking out and presenting the major points in a text in summary. For example, the students expose through a powerpoint the topics seen previously.
    - - Listening for key information. For example, audios, movies and videos.
    - - Reading quickly. For example, students visualize a texts and and they manage to understand the reading .