Table of ContentsLearner Characteristics . . . . . . .. . 3-6Contextual Analysis . . . . . . .. ???.7-8Conducting a Contextual Analysis???..9Reference . . . . .. ?????? 10Learner CharacteristicsThe Purpose of conducting this apprentice analysis is to discover why different discipline styles work. For umteen years, educators find that some disciples prefer certain methods of learning to others. These traits, referred to as learning styles, form a students unique learning choice and service t individuallyers in the planning of small-group and individualized instruction. If optimal student learning is dependent on learning styles, and these styles vary amid distance and equivalent on-campus students, then faculty should be assured of these differences and alter their preparation and instructional methods accordingly. It is important to pay direction to student characteristics because not every person is the same. Just as people differ in many respects, so do the ways in which they learn (Morrison, Ross, Kemp, 2007 p. 54). When teaching students or creating a curriculum one must try to incorporate as many learning styles as possible to accommodate each student or learner. It would be a good thinking to find out about the needs of each learner and what they expect to learn. A teacher must be cognisant that there are different learning styles and be lively to accommodate them.
The idea that people learn differently is august and probably had its origin with the ancient Greeks (Wratcher, Morrison, Riley & Scheirton, 1997). Educators have, for many years, noticed that some students prefer certain methods of learning to others. These dispositions, referred to as learning styles, form a students unique learning preference and aid teachers in the planning of small-group and individualized instruction (Kemp, Morrison & Ross, 1998, p. 40). Grasha (1996) has specify learning styles as, personal qualities that...
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