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    Learner Differences

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    Ramona Neagu
    This document discusses learner differences and individual learning styles. It notes that learners have a variety of intellectual abilities and learning preferences. Some of the key points made include: 1) Learners should be seen as individuals rather than a unified whole, and teachers must respond to each student individually. 2) Aptitude tests in the 1950s-60s aimed to predict student progress but were later found to be misguided. Learners come in a wide variety of styles. 3) Good learners can find their own way and correct errors without relying solely on teachers. Different cultures value different learning behaviors. 4) Teachers should analyze the variety of learning styles in their class and plan

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    Learner Differences

    Uploaded by

    Ramona Neagu
    94 views10 pages
    This document discusses learner differences and individual learning styles. It notes that learners have a variety of intellectual abilities and learning preferences. Some of the key points made include: 1) Learners should be seen as individuals rather than a unified whole, and teachers must respond to each student individually. 2) Aptitude tests in the 1950s-60s aimed to predict student progress but were later found to be misguided. Learners come in a wide variety of styles. 3) Good learners can find their own way and correct errors without relying solely on teachers. Different cultures value different learning behaviors. 4) Teachers should analyze the variety of learning styles in their class and plan

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    This document discusses learner differences and individual learning styles. It notes that learners have a variety of intellectual abilities and learning preferences. Some of the key points made include: 1) Learners should be seen as individuals rather than a unified whole, and teachers must respond to each student individually. 2) Aptitude tests in the 1950s-60s aimed to predict student progress but were later found to be misguided. Learners come in a wide variety of styles. 3) Good learners can find their own way and correct errors without relying solely on teachers. Different cultures value different learning behaviors. 4) Teachers should analyze the variety of learning styles in their class and plan

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    94 views10 pages

    Learner Differences

    Uploaded by

    Ramona Neagu
    This document discusses learner differences and individual learning styles. It notes that learners have a variety of intellectual abilities and learning preferences. Some of the key points made include: 1) Learners should be seen as individuals rather than a unified whole, and teachers must respond to each student individually. 2) Aptitude tests in the 1950s-60s aimed to predict student progress but were later found to be misguided. Learners come in a wide variety of styles. 3) Good learners can find their own way and correct errors without relying solely on teachers. Different cultures value different learning behaviors. 4) Teachers should analyze the variety of learning styles in their class and plan

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 10

    Learner differences

    The moment we realise that a class is


    composed of individuals (rather than being
    some kind of unified whole), we have to start
    thinking about how to respond to these
    students individually.
    Aptitude and inteligence
    In the 1950s and 1960s it crystallised the belief that it was
    possible to predict a student’s future progress on the basis of
    linguistic aptitude tests. After few years was proved that this
    was a misguided approach.
    Then it were created by the results of the tests two types
    of students which are not and can’t ever been one hundred
    percent correct.
    - students with a high analytical capacity.
    - students with a lower analytical capacity.
    After it was seen that these tests could influence the
    perspective that teachers had about a student was started an idea
    of giving an optimistic approach about the results of the tests and
    the relations between teacher and student.

    Our own experience of people we know who speak two or


    more languages can only support the view that ‘learners'
    with a wide variety of intellectual abilities can be successful
    language learners.
    Good learner characteristics
    Joan Rubin and Irene Tompson listed 14 good learner
    characteristics. For them a good learner is also a student who
    can find his/her own way (without having to be guide by
    teachers), is creative and work to correct him/her own
    errors.

    As we know, different cultures may value different


    learning behaviors, but this does not mean that some students
    who may not enjoy grammar exercises are doomed to
    learning failure.
    Learner styles and strategies

    Tony Wright has observed four different


    types of students:
    - enthusiast
    - oracular
    - participator
    - rebel
    Keith Willing who work with adult students has
    classified as well four types of students:

    - convergers: solitary, avoid groups,


    independent, analytic and pragmatic.
    - conformists: learning about language, non-
    communicative classrooms, doing what they are told.
    - concrete learners: interested in social aspects,
    seeing language as communication not system, enjoy
    games and groupwork.
    - communicative learners: oriented on language,
    interest in social interactions, working without
    guidance of a teacher.
    Individual variations
    Neuro-linguistic Programming: here we introduce an
    acronym VAKOG, which means: Visual, Auditory,
    Kinaesthetic, Olfactory, Gustatory.
    All people use these systems to experience the world,
    nevertheless have one preferred primary system.
    Radislav Millrood introduced two different types of
    interactive relations between teachers and students:
    - C-Zone: interact affectively
    - R-Zone: student apply resistance
    MI theory : Multiple Intelligences

    Howard Gardner says that we do not posses a


    single intelligence, but a range of “intelligences”.
    - Musical
    - Verbal
    - Visual
    - Bodly
    - Logical
    - Intrapersonal
    - Interpersonal
    - Naturalistic
    - Emotional
    That means that teacher and students as well have to adapt
    their climate of learning in order to use properly at least one of
    these types of intelligences.
    What to do about individual differences

    The main priority of a teacher is to analyse and make a


    conclusion about how many different learning styles exist in
    his/her class and to make a plan of different activities in order
    to make all of them to learn mostly on their path.

    “Our job is surely to broaden student’s abilities and


    perception, not merely to reinforce their natural prejudices or
    emphasise their limitation”

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