UNDERSTANDING LEARNING NEEDS
MINA B. BATAC
Teachers are confronted each year by a variety of students with different needs and learning curves. In fact, there are students who learn lessons in a variety of ways that teachers should always be ready to identify them and teach them lessons in a way that their needs and learning preferences are addressed.
Among these different types of learners are analytic and global learners. Analytic learners learn more easily when information is presented in a sequential, step-by-step pattern that builds towards a conceptual understanding. Meanwhile, global learners learn more when they either understand the concept first and then concentrate on the details.
Global learners tend to respond well to instruction when they are introduced to the information with, for example, the use of a humorous story with examples and graphics as visual reinforcements.
But whether students are analytic or global, they are capable of mastering identical information or skills if they are taught with the means of an instructional method or technique that compliment their styles. This means that an information can be learned by both learners effectively just as the same as long as their learning styles are taken into consideration in the teaching process.
Both learners have different processing styles in learning, which seasoned teachers can easily identify. The majority of elementary students, according to studies, a global. Older students, the longer they stay in school, tend to become analytic, the longer one stays the more analytic he becomes.
Many analytic learners prefer in a quiet illuminated place. They often appreciate formal settings and have a strong desire to finish work without doing anything else except for the task at hand. Reversely, global learners tend to work better in informal setting while eating or listening to music.
Teachers should learn to teach both analytic and global learners. There are many ways at the disposal of the teacher to make every learning process responsive to the needs of the students depending on their learning styles. Teachers can attest that boys tend to be more hyperactive and restless than girls, and seating arrangements contribute to this phenomenon.
When students are permitted to learn or take tests in seating that respond to their learning styles, informal or formal setting, they achieve significantly higher scores.
The author is Teacher III at San Fernando Elementary School, West district