Difference between revisions of "Learning Styles"
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[[Learning]] is a complex neurological experience. As yet, we cannot detect why or how learning occurs or to what it can be attributed<ref>VARK learning Styles http://www.vark-learn.com/english/page.asp?p=faq (29 June 2012) but underlying, are theoretical concepts such as: | [[Learning]] is a complex neurological experience. As yet, we cannot detect why or how learning occurs or to what it can be attributed<ref>VARK learning Styles http://www.vark-learn.com/english/page.asp?p=faq (29 June 2012) but underlying, are theoretical concepts such as: | ||
| − | Behaviour: | + | Behaviour: an earlier school of thought, based on the way we react and learn from circumstances when motivated |
| − | Structuralist: | + | Structuralist: where learners are presented with an end goal and allowed to determine what has been achieved through thinking processes |
| − | Cognitive: | + | 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> See Also: [[VAK Model]]}} | </ref> See Also: [[VAK Model]]}} | ||
Revision as of 14:13, 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] See Also: VAK Model |
References
- ↑ VARK learning Styles http://www.vark-learn.com/english/page.asp?p=faq (29 June 2012) but underlying, are theoretical concepts such as: 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 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.