1. Chapter 3
Who are our learners?

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

4. 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)

5. 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

6. 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

7. 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

8. 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)