Each person has a different way of perceiving knowledge and interacting with it. These differences have been described as styles of cognition. They are influenced by the health of your brain, your personality and genetic composition, among other factors that are unique to each individual. For an instructor or teacher, the responsibility is to appreciate the differences and accommodate them in your class. This will lead to even and improved overall performance in your class. It will also change the destinies of pupils in your class.
The first tenet through which children are judged is academic performance. As years progress, a child who could not memorize historical dates becomes the best in mechanical engineering. The world is now clustered into chaotic and highly organized individuals, theorists and craftsmen, quick and slow actors, etc. With careful scrutiny, one can conclude that you only need to press the right button and everyone is turned into a genius.
The existence of different cognitive styles is a confirmation that even the students who are experiencing challenges with learning have their ability intact. The only problem is that the classroom is set or the content is being delivered in a manner that does not conform to their ability. If a matching strategy is used on the student, it will be easier for them to understand a lot of concepts.
In most cases, each style has an opposite. Impulsive and reflective learners are opposites. The impulsive is quick acting whenever he comes into contact with information. Such learners rarely stop to consider their insights. The reflective learner ponders over information before acting. One will be better at participating in class while the other will perform better in homework.
Learners are also grouped into high conceptual and low conceptual kinds. The low conceptual have trouble generating new and own ideas while the high conceptual cannot stomach rules. The high conceptual learners want to develop their own rules and always have an option whenever faced with a challenge. Learning difficulties have been reported in students with low conceptual characteristics.
Simultaneous and successive learners are the other categories. Successive learners get answers by following laid rules and digging deep into ideas. This is a time consuming engagement. For a learner who is simultaneous, decisions are made at the blink of the moment. Simultaneous thinkers consider ideas in relation to each other. One is likely to conclude that one set of lines is shorter than the other without considering that the fact that the distance between them has been increased or reduced.
The learning styles should inform a tutor or instructor on the method to use. It is impossible for you to accommodate all students at a go. The best option is to combine different methods of delivery. Before you demonstrate how an engine works, for example, explain its operation in detail. The student who does not understand through the explanation will understand when it is demonstrated.
Teachers and instructors are faced with different scenarios. The fact that they produce different results despite teaching all students similarly signals the need to be accommodating. However, the rigid class setting is compensated in the existence of different subjects like social sciences and practical physics to accommodate these differences.
The first tenet through which children are judged is academic performance. As years progress, a child who could not memorize historical dates becomes the best in mechanical engineering. The world is now clustered into chaotic and highly organized individuals, theorists and craftsmen, quick and slow actors, etc. With careful scrutiny, one can conclude that you only need to press the right button and everyone is turned into a genius.
The existence of different cognitive styles is a confirmation that even the students who are experiencing challenges with learning have their ability intact. The only problem is that the classroom is set or the content is being delivered in a manner that does not conform to their ability. If a matching strategy is used on the student, it will be easier for them to understand a lot of concepts.
In most cases, each style has an opposite. Impulsive and reflective learners are opposites. The impulsive is quick acting whenever he comes into contact with information. Such learners rarely stop to consider their insights. The reflective learner ponders over information before acting. One will be better at participating in class while the other will perform better in homework.
Learners are also grouped into high conceptual and low conceptual kinds. The low conceptual have trouble generating new and own ideas while the high conceptual cannot stomach rules. The high conceptual learners want to develop their own rules and always have an option whenever faced with a challenge. Learning difficulties have been reported in students with low conceptual characteristics.
Simultaneous and successive learners are the other categories. Successive learners get answers by following laid rules and digging deep into ideas. This is a time consuming engagement. For a learner who is simultaneous, decisions are made at the blink of the moment. Simultaneous thinkers consider ideas in relation to each other. One is likely to conclude that one set of lines is shorter than the other without considering that the fact that the distance between them has been increased or reduced.
The learning styles should inform a tutor or instructor on the method to use. It is impossible for you to accommodate all students at a go. The best option is to combine different methods of delivery. Before you demonstrate how an engine works, for example, explain its operation in detail. The student who does not understand through the explanation will understand when it is demonstrated.
Teachers and instructors are faced with different scenarios. The fact that they produce different results despite teaching all students similarly signals the need to be accommodating. However, the rigid class setting is compensated in the existence of different subjects like social sciences and practical physics to accommodate these differences.
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