SP 3
SP 3
SP 3
• r
• Intellectual
• Bookworm
• Good story teller
• Verbal learners often seek out careers in journalism and
writing, administration, law and politics.
How to engage a verbal learner
• Pattern recognition
• Good with numbers
• Predisposition towards grouping and
classification
How to engage a logical and
mathematical learner
• Mathematical learners will greatly appreciate any
type of learning that logically explains the
subject at hand. For maths, that’s easy. For other
subjects, it requires some effort and planning:
• Extraverted
• Good communicator
• Sensitive and empathetic
It’s important for educators to understand that not all
social learners are extraverted or highly communicative,
and that they can also be visual, auditory, verbal, logical
or physical learners. The interpersonal aspect perhaps
better describes the settings in which they are most
comfortable, rather than how they absorb information.
• Independent
• Introspective
• Private
• Intrapersonal learners may gravitate
towards careers with a lot of self
determination or motivation, as well as
solitary workloads. Think:
• Researchers
• Writers and authors
• Programmers and coders
• How to engage a solitary and intrapersonal
learner
• In a classroom environment it can sometimes
be difficult to engage a solitary learner. They
might sit silently in the back of the classroom,
only to ace the exam at the end of semester.
For the educator, it’s important to engage
them during class. Provide visual materials,
books and learning aids. Designate quiet
areas, and collaborate with defined sharing
time so the solitary learner can feel
adequately prepared.
• HOW TO IDENTIFY SLOW
LEARNER CHILDREN? |
PSYCHOLOGY
(1) Observation Technique
•:
• 5. Learning
• -- needs to have new information linked to old,
difficulties transferring information learned in
one situation to other situations.
Characteristics of Learning Disabled
• 1. Academic
• -- reading -- confuses similar words and letters, loses
place, repeats words, does not read fluently, persists in
using fingers to follow along, does not like to read
• 2. Mathematics
• -- has difficulty associating number with symbol, cannot
remember number facts, confuses columns and spacing,
has difficulties with story problems, has difficulty
comprehending maths concepts
Learning Disabled
• 3. Physical
• -- perceptual motor difficulties
• -- visual perception difficulties
• -- poor visual decoding
• -- general coordination deficits (balance, eye --
hand)
• -- poor auditory memory (difficulty following
sequence of directions)
• -- attention deficit
• -- mixed dominance (hand, foot, eye)
• -- lack of adequate eye movement control
Learning Disabled
• 4/ Psychological
• -- emotional instability (violent reactions)
• -- difficulty learning by ordinary methods
• -- low social acceptance (disturbed peer
relations)
• -- low self-concept/self-esteem
• -- general disorganisation (time and
actions)
Learning Disabled
• 5. Social/emotional/behavioural
• -- hyperactivity (gross, noisy, constant
movements)
• -- hypoactivity (quiet, nervous, fidgety)
• -- impulsivity
• -- poor concentration span (distractability)
• -- low frustration tolerance
• -- emotional stability (highs and lows)
How to cope in the classroom
• 1. Alternatives to traditional home work tasks.
Homework is an endless source of problems
the kids and their parents. Remember, this
child has probably worked twice as hard as
every other child just to keep up through the
day and does not need another couple of high
stress hours when s/he gets home. Modify
tasks, or if this is too time-consuming, cut
back the amount a child has to do. Minimise
written work in particular.
How to cope ………
• 2. The opportunity for intensive sessions
with the child, using individual or small
group sessions. Overteach! You may think
you will die of boredom and frustration by
remember, you're being paid for this! Use
interesting, challenging, self-correcting,
extension work for the rest of the class
while you spend time over teaching (NOT
overtelling)
• 3. Allow the child to use crutches e.g.
reminders stuck to the desktops, markers
to keep place, taped readalongs,
calculators