Group items tagged

THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  

So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).

“it is the teacher’s responsibility to precipitate andfacilitate learning that has purpose and is focused on essential concepts and worthwhile goals”

However, it is only through active interventionof a teacher that a powerful communications tool such as collaborative computer conferencing[11], or cooperative learning [12] becomes a useful instructional and learning resource.

We concur with Laurillard, Stratfold, Lukin, Plowman and Taylor [17] that the teacher’s task is to create anarrative path through the mediated instruction and activity set such that students are aware of theexplicit and implicit learning goals and activities in which they participate.

There is other learning styles besides the three that we are familiar with these learning styles have to do with how individuals process information

Each week students played one of three roles. 1) Staters introduced one or more ideas by stating something important they learned from a reading, discussing what was the most difficult or confusing part of the reading[1] and raising new sociological questions that the reading suggested. 2)  Responders replied to the ideas already posted and then posed further sociological questions.  3)  Integrators combined and synthesized the readings, what others had said that week in seminar and their postings, and raised additional sociological questions.  (See Appendix A for a copy of the instructions given to students).

equality between the teacher and learner.

Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student.

Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts

It refers to the process of helping learners achieve self-growth through self-evaluation and cooperation with others.

adults learn best when a facilitator can see that the following six conditions are met: They feel the need to learn and have input into what, why, and how they will learn. Learning's content and processes bear a perceived and meaningful relationship to past experience and experience is effectively utilized as a resource for learning. What is to be learned relates optimally to the individual's developmental changes and life tasks. The amount of autonomy exercised by the learner is congruent with that required by the mode or method utilized. They learn in a climate that minimizes anxiety and encourages freedom to experiment. Their learning styles are taken into account (pp. 47-49).