Understanding Learning Needs
Summary and details about the e-Book Understanding Learning Needs
The first part of the book deals with meeting the learners’ needs. Many teachers are familiar with teaching and learning styles and of trying to motivate learners and indeed acknowledging a style is commendable. The key though is in understanding the needs each style presents as well as our basic needs and meeting these in a way which is neither forced nor coercive. This first section explores what basic needs require fulfilling to create and support the learning environment. Four key areas of need are listed and explored. As a person working with learners you will be talked through and given practical examples before being asked to show how you meet these needs.
The second part of the book focuses on the process we are trying to facilitate, that of learning. Learning occurs all of the time and not all of it is either orchestrated or positive. We need to be mindful of this in the way we work with learners and what we say to them. You will be introduced to “Attribution Theory” and guided towards process orientated praise rather than person oriented praise. This section ends with you being put into the position of the learner in order for you to reflect on the emotions and feelings associated with learning.
Mindful learning is the topic for the third part of the book. This section considers issues such as phrasing questions in ways that can limit learning and de-motivate the learner or provide opportunities to improve motivation and engagement as well as their self-belief. Seven myths about learning are explored and related to the classroom experience in a mindful way. The section concludes by looking at how to spike a learners’ interest and considers the aspects which effect meeting their needs.
The independent learner. The natural progression or outcome of understanding and meeting a learners needs is a learner who has grown in confidence and is able to manage their own learning. The fourth section deals with the independent learner and what it means to the teacher to support them. The ultimate position is for the learner to be able to adapt to whatever learning environment they find themselves in. This section opens the debate about what I term “LQ” or “Learning Intelligence” and the concept of learning needs. LQ will be dealt with in a later title of that name.
The final section is a warning about learning styles and labelling learners.