2015-08-21
431
Match the following symptoms, styles and recommendations for teaching
| Symptoms | Styles | Recommendations |
| 1. Hesitates and doubts | A. Visual learner | I. Needs concrete tasks |
| 2. Fails spelling tests | B. Memorizing learner | II. Needs input |
| 3. Rarely finishes a task | C. Experiential learner | III. Needs visual cues |
| 4. Does not follow rules | D. Field-insensitive | IV. Needs skimming |
| 5. Can only repeat texts | E. Field-dependent | V. Needs retelling |
| 6. Misses details | F. Inductive learner | VI. Needs examples |
| 7. Misses abstract info | G. Impulsive learner | VII. Needs rationing |
| 8. Can’t analyze | H. Global learner | VIII. Writes creatively |
| 9. Can’t retell | I. Reflective learner | IX. Needs time |
The style of learners’ output is also important in the lesson. In quite a few cases learners make correct decisions and know the material but fail to display the knowledge. There are at least three possible cognitive styles that account for output failure. The first type is missing the goal. In this case the learners give incomplete answers and can in fact stop at any moment getting the wrong idea that they have “said enough”. The second type is missing the point. These learners are pre-occupied with the details and can combine them randomly producing their answers. The third type is lacking confidence. These learners fail to produce correct answer for the reasons of debilitating anxiety.
SAQ 2.4
Match the learner output styles and their answers in the lesson (the task was to describe the rules about the use of “Present Progressive”
| Learner answers | Learner output styles |
| 1. Present Progressive … describes the action that is taking place now. | A. Missing the point |
| 2. Present Progressive is … with the “ing” and with “is” … with … “be” | B. Lacking confidence |
| 3. It … Present … The rule … Present Progressive … | C. Missing the goal |
Learning styles seem to be geography related. E.g. the Western world emphasizes logic and order, which can suggest that students in the Western culture tend to behave as if they were left-hemisphere dominant, while. The term “Western” in this context is relative as students from Eastern countries can also display the styles that are typical of the left brain. Conversely, “Eastern” style of learning depends much on the holistic gestalt and context though there is no automatic relationship between the geography and learning style. However, certain tendencies do exist (Some facts can be found in Leaver, B. 1993. Teaching the Whole Class. The AGSI Press. P. 9)
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