Difference between revisions of "Learning Styles"
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*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</ref> Bray,T. (2006) The Training Design Manual, Kogan Page: London & Philadelphia. 104</ref>}} | + | *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 14:36, 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:
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