Each individual receives and processes information in a unique way. This is what scholars have termed as styles of cognition. This uniqueness is influenced by individual personality, brain health and hereditary factors, among other factors. The combination of these elements is responsible of producing the uniqueness in each individual. In a class setting, the responsibility of an instructor is to find a middle ground that accommodates all these types of learners.
The society judges children by their academic performance. Unfortunately, as years go by, some of the brightest in class are overtaken in other fields. It becomes a battle or memorizing against practical work, concentration against experimenting as well as quick action against reasoning through an idea. The results are evidently different with time, but they only prove that every child is a genius of a kind.
The fact that there are different cognitive styles is testament that the ability of each kid is intact. It raises the question of class organization and whether it is possible to accommodate the uniqueness of each individual. If content was delivered in a different manner, maybe, the best in each child can be brought out.
Cognitive styles exist in terms of opposites. The impulsive learner has an opposite that is reflective. The impulsive is quick to jump into conclusion. Such an individual has little room for insight. For the reflective, details are important. The person ponders over details before coming into a conclusion. This explains the existence of students who are quick to provide answers in class while others excel where in-depth thinking is required.
Learners are also grouped into high conceptual and low conceptual kinds. The low conceptual have trouble generating new and own ideas while the high conceptual cannot stomach rules. The high conceptual learners want to develop their own rules and always have an option whenever faced with a challenge. Learning difficulties have been reported in students with low conceptual characteristics.
There are successive and simultaneous learners. A successive is an analyst who will try to postulate where items can be found or the most appropriate answer. They therefore take time and are methodical when finding solutions. They are better at intense concepts. Simultaneous learners rush into conclusions and see ideas in relation to each other. For instance, a bulb is either brighter than the other, yet in real sense it is one room that is darker than the other.
The learning styles should inform a tutor or instructor on the method to use. It is impossible for you to accommodate all students at a go. The best option is to combine different methods of delivery. Before you demonstrate how an engine works, for example, explain its operation in detail. The student who does not understand through the explanation will understand when it is demonstrated.
Considering that each student falls into a different category, it is easier to understand where the same teacher produces varying results in the same class. This is why some understand a practical subject like physics while others excel in, for instance, theories in philosophy or history. A tutor should find a middle ground that accommodates these differences.
The society judges children by their academic performance. Unfortunately, as years go by, some of the brightest in class are overtaken in other fields. It becomes a battle or memorizing against practical work, concentration against experimenting as well as quick action against reasoning through an idea. The results are evidently different with time, but they only prove that every child is a genius of a kind.
The fact that there are different cognitive styles is testament that the ability of each kid is intact. It raises the question of class organization and whether it is possible to accommodate the uniqueness of each individual. If content was delivered in a different manner, maybe, the best in each child can be brought out.
Cognitive styles exist in terms of opposites. The impulsive learner has an opposite that is reflective. The impulsive is quick to jump into conclusion. Such an individual has little room for insight. For the reflective, details are important. The person ponders over details before coming into a conclusion. This explains the existence of students who are quick to provide answers in class while others excel where in-depth thinking is required.
Learners are also grouped into high conceptual and low conceptual kinds. The low conceptual have trouble generating new and own ideas while the high conceptual cannot stomach rules. The high conceptual learners want to develop their own rules and always have an option whenever faced with a challenge. Learning difficulties have been reported in students with low conceptual characteristics.
There are successive and simultaneous learners. A successive is an analyst who will try to postulate where items can be found or the most appropriate answer. They therefore take time and are methodical when finding solutions. They are better at intense concepts. Simultaneous learners rush into conclusions and see ideas in relation to each other. For instance, a bulb is either brighter than the other, yet in real sense it is one room that is darker than the other.
The learning styles should inform a tutor or instructor on the method to use. It is impossible for you to accommodate all students at a go. The best option is to combine different methods of delivery. Before you demonstrate how an engine works, for example, explain its operation in detail. The student who does not understand through the explanation will understand when it is demonstrated.
Considering that each student falls into a different category, it is easier to understand where the same teacher produces varying results in the same class. This is why some understand a practical subject like physics while others excel in, for instance, theories in philosophy or history. A tutor should find a middle ground that accommodates these differences.
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