Descriptor
| Verbal Communication | 2 |
| Visual Perception | 2 |
| Adult Education | 1 |
| Aesthetic Education | 1 |
| Art Activities | 1 |
| Art Education | 1 |
| Auditory Perception | 1 |
| Basic Vocabulary | 1 |
| Classroom Communication | 1 |
| Cognitive Style | 1 |
| Definitions | 1 |
| More ▼ | |
Source
| Teacher Educator | 1 |
Publication Type
| Guides - Classroom - Teacher | 2 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
| Practitioners | 2 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedTorres, Cresencio; Katz, Judy H. – Teacher Educator, 1983
Students and teachers experience the world primarily through visual, kinesthetic, or auditory representational systems. If teachers are aware of their own favored system and those of their students, classroom communication will improve. Neurolinguistic programing can help teachers become more effective communicators. (PP)
Descriptors: Auditory Perception, Classroom Communication, Cognitive Style, Elementary Secondary Education
Demery, Marie – 1984
Designed specifically for beginning college students enrolled in art appreciation and studio art courses, this validated visual literacy module will help students acquire verbal and visual skills necessary for viewing, comprehending, and valuing linear drawings. The module can also be used with high school students and adult learners. All…
Descriptors: Adult Education, Aesthetic Education, Art Activities, Art Education
