Difference between revisions of "Learning Styles"
From Learning and training wiki
Sue.wilson (Talk | contribs) |
Sue.wilson (Talk | contribs) |
||
| Line 5: | Line 5: | ||
*Behaviour: an earlier school of thought, based on the way we react and learn from circumstances when motivated | *Behaviour: an earlier school of thought, based on the way we react and learn from circumstances when motivated | ||
*Structuralist: where learners are presented with an end goal and allowed to determine what has been achieved through thinking processes | *Structuralist: where learners are presented with an end goal and allowed to determine what has been achieved through thinking processes | ||
| − | *Cognitive: recognising that people have unique thought and mental processes that affect their learning; attention, memory, language, reasoning and problem solving are key to determining the learning environment conducive to individual learning traits | + | *Cognitive: recognising that people have unique thought and mental processes that affect their learning; attention, memory, language, reasoning and problem solving are key to determining the learning environment conducive to individual learning traits</ref> Bray,T. (2006) The Training Design Manual, Kogan Page: London & Philadelphia. 104</ref>}} |
Revision as of 14:29, 29 June 2012
 Learning Styles |
| People learn and develop in different ways and in different directions.
Learning is a complex neurological experience. As yet, we cannot detect why or how learning occurs or to what it can be attributed[1]but underlying, are theoretical concepts such as:
|
References
- ↑ VARK learning Styles http://www.vark-learn.com/english/page.asp?p=faq (29 June 2012)