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How to Help Subject Matter Experts Meet the Needs of Different Learning Styles
This series of articles began by identifying five challenges involved in encouraging SMEs to use participatory learning activities: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activity are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

The previous article began to address the fourth challenge: How to help SMEs learn how to select appropriate activities. That article discussed two of the three key factors that impact the decision regarding which learning activity to use.

This article continues that discussion by addressing the last factor:

3. The need to use a variety of participatory activities to meet the needs of different learning styles as well as keep the learners engaged.

To assist SMEs with the third factor, introduce the idea of different learning styles.

Ask the SMEs how they prefer to learn. Very Often, SMEs will say that they prefer hands-on, face-to-face, or classroom learning. Provide examples of each type of learning activity.

Make sure that the SMEs are actually using the different learning styles in the classroom.

Make sure that the SMEs are actually applying their preferred learning style in all classroom activities.

After you have addressed the different learning styles, you need to provide opportunities for each SME to use their preferred style.

This can be done by allowing SMEs to select the activities in which they prefer to learn.

Make sure that the SMEs actually do select the activities that they prefer to learn.

The end result is that a classroom must be well-ventilated and comfortable. The SMEs know that they will have to sit and listen to others while they peruse materials. It is important that they are not bored because of this.

In the first week of classes, lecture only approximately 40% of the time.

In the second week of classes, approximately 20% of the time should be dedicated to lectures and discussions.

In the third week of classes, the lecture and discussion should be reduced to approximately 10% of the time.

Complete this three-week cycle.

You will have the opportunity to use wall maps. The students will be more familiar with the videos, which can help them in their understanding of the theories. The students can also put into practice what they have learned about the classroom activities.

The wall maps are not just for the classroom. You can apply them to a variety of aspects of your classroom. For example, the walls can be decorated with profiles of your students so that your students can get an idea of how old they are, or how experienced they are with a subject.

Young learners need to be actively included in the lessons. If the classroom consists of uniformed students, then the walls can be decorated with photographs of students.

The same applies to students who are working on their coteries or matrices - they are likely to be interested in the way the school buildings are laid out. It is an opportunity for them to see how their school buildings and classrooms are laid out in other classrooms.

Students have a greater opportunity to observe each other in the school classroom. This helps them to build their self-confidence.

The need to share information and work together is also reinforced by the school classroom environment

Children enjoy having a lot of responsibility. This instills in them the spirit of teamwork. Teachers therefore should expect children to try to convince their parents, neighbors, or friends by showing how responsible they are.

Schools are now expected to adhere to Children's Services Act 1990 in providing a safe, healthy, and sanctuary school environment. Teachers should ensure that this applies to all children in their care. Children just aren't allowed to be racist or temperamentally judgmental towards fellow classmates.

Teachers claim that it is impossible to teach with complete fairness. The whole point of education is to allow children to approach the learning experiences with a fresh perspective. They should be given the chance to ask questions, share experiences, discover new ideas, and interact with each other.

The teaching of rights is compulsory. All children have the right to an education of their own. The teachers should be fully aware of the importance of children having these rights and how they can be protected at all times.

These guidelines are the way forward to ensure that we don't allow fear to creep in among the teachers and also amongst the students.
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