Chapter 3 Who are our learners?

Learner Characteristics Age Sex Educational level Achievement level Socioeconomic background Learning preferences Racial, cultural, ethnic differences Many more categories!

Learning styles or preferences Deep-processing approach: learning for the sake of learning (intrinsic motivation) Surface-processing approach: learning motivated by grade and external evaluation (extrinsic motivation) Other approaches to learning preferences such as Multiple Intelligences (Howard Garner)

Use the Multiple Intelligences approach to reach the tremendous variety of learners! Verbal linguistic Logical mathematical Visual spatial Naturalist Interpersonal Intrapersonal Bodily kinesthetic Musical Word Smart Math Smart Art Smart Nature Smart People Smart Self Smart Body Smart Music Smart 5

Cognitive style sets --differences in how students perceive , organize, and act on information Field dependence—require well organized tasks Field independence – make their own meaning and structure ------------------------------------------------------- Impulsive—move quickly to answer questions and solve problems with less information Reflective—spend more time searching for information and considering its relevance before making a decision

Special needs students The education of students with special needs is governed by federal law Individuals with Disabilities Education Act (IDEA): all individuals B – 21 with a disability must receive public education that meets their needs. The law requires Individualized Education Program (IEP) Least restrictive environment

Special Needs Twelve categories of disabilities include Physical and sensory challenges Communications disorders Emotional/behavioral disorders Learning disabilities Other needs include Academically Gifted (AG) Attn deficit/hyperactivity disorder (ADHD)