We have recently completed a document entitled “Students with Different Learning Styles: Recommendations for Hebrew Language Teaching Using the NETA program.”
Here are a few excerpts from the full text:
1. Chunking or Gradual Instruction Chunking means dividing material into appropriately sized “chunks” or “steps”. The size of the step or “chunk” is all-important. If the chunk is too small, the student will be bored. If it is too large, the student will be overwhelmed. Meticulously gradual instruction that meets the needs of a particular class or student is the keystone to successfully teach students with different learning styles.
2. Keeping Students Active A language is a dynamic, communicative body of knowledge. Students must use the language to learn it – they should be speaking, writing, reading, and listening actively during class. It is especially important to keep students with attentional issues actively engaged.
3. Authentic Language Tasks Tasks must be authentic and relevant to promote real learning. This means engaging students in situations that closely resemble “real life” and are directly connected to what they have learned before. Meaningful tasks motivate learners- rote tasks do not. For this reason, NETA materials are replete with opportunities for historical or literary analysis, moral dilemmas to discuss, math concepts, scientific ideas, and more.
