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LEADER 00000cam a2200433 a 4500 
008    070102s2006    enka     b    000 0 eng d 
010    2007296742 
019 1  41504063 
020    9781855391499 
020    185539149X 
035    .b31241189 
039    DA 
040    SUSA|beng|cSUSA 
042    lccopycat 
050 00 LB1051|b.P665 2006 
082 04 370.15|222 
100 1  Prashnig, Barbara,|d1949-|0
245 10 Learning styles and personalized teaching /|cBarbara 
264  1 London :|bNetwork Continuum Education,|c2006. 
300    96 pages :|bcolour illustrations ;|c20 x 11 cm. 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
490 1  Pocket pal. 
500    Cover title. 
504    Includes bibliographical references (page 96) 
505 00 |tFalse beliefs about learning|g4 --|g1|tLSA: the most 
       effective teaching tool --|tLSA questionnaires|g8 --|tLSA 
       instruments|g10 --|tLSA profile summary|g12 --|tLSA 
       profile: biological elements|g14 --|tLSA profile: 
       conditioned/learned elements|g16 --|g2|tLSA profile 
       interpretations --|tLSA profile: learning style tendencies
       |g18 --|tAnalytic LS preferences|g20 --|tHolistic LS 
       preferences|g22 --|tFlexible LSA profile|g24 --|g3|tUsing 
       Learning Styles with large groups --|tLSA group results - 
       preferences|g26 --|tLSA group results - non-preferences
       |g28 --|tLSA group results - flexibilities|g30 --|tLSA 
       group profile - question marks|g32 --|tAnalytic/holistic 
       group results|g34 --|tDouble tracking and subgrouping|g36 
       --|g4|tTeaching beyond VAK --|tV-A-T-K preferences|g38 --
       |tV-A-T-K non-preferences|g40 --|tSensory group results
       |g42 --|tTeaching new material through V-A-T-K|g44 --|tLSA
       biological style combinations|g46 --|tAttitudes and social
       groupings|g48 --|g5|tLearning needs 'difficult' students -
       -|tLS preferences of problem students|g50 --
       |tUnderachievers and non-academic students|g52 --
       |tUnderachievement based on flexibility|g54 --|tTime-of-
       day preferences|g56 --|tNeed for intake and mouth 
       stimulation|g58 --|tNeed for sound while learning|g60 --
       |g6|tUser-friendly classrooms --|tCreating LS classrooms
       |g62 --|tRearranging traditional classrooms|g66 --
       |tPractical tips for workflow in class|g68 --|tImportance 
       of different light levels in classrooms|g70 --|tHow 
       colours influence learning|g74 --|g7|tLearning Styles at 
       school and at home --|tDifferent uses of LS in primary and
       secondary schools|g76 --|tPersonalized teaching in lecture
       theatres and science labs|g78 --|tLearning styles, testing
       and exams|g80 --|tLSA: Parent Version|g82 --|tWhat not to 
       do with learning styles|g84 --|g8|tTeaching to reach all 
       students --|tTeaching Style Analysis (TSA-Ed)|g86 --
       |tNatural matches of teaching and learning styles|g90 --
       |tHow to start LS programmes in schools|g92 --|tHow to 
       personalize teaching|g94. 
650  0 Learning.|0
650  0 Learning strategies.|0
650  0 Teaching.|0
830  0 Pocket PAL.|0
907    .b31241189 
945    370.15 PRAS|i31290024673915|lMR|nVendor Interface Record 
984    VU|cheld 
990    MARCIVE MELB 201906 
990    Uploaded by DA 
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