UN­DER­STAND­ING LEARN­ING NEEDS

Sun.Star Pampanga - - PERSPECTIVE! -

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

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