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.
Low and high conceptual learners are the other opposites. The low conceptual is highly dependent on rules and has trouble generating own ideas. The high conceptual will device own strategies and rules and always has an alternative when solving problems. Students who have been marked to fall in the low conceptual category have been identified to have challenges learning.
Successive and simultaneous learners are the other opposites. The successive thinks deep into ideas and follows laid methods before providing an answer. This obviously takes time. For the simultaneous learner, there is always a rush to make decisions and ideas are viewed as opposites. As such, for example, the line will either be longer or shorter than the other, despite the fact that one has only increased the distance between them.
With the application of the corresponding teaching method, each student will be proven to be a star. Since classes can rarely accommodate the differences, the teacher needs to strike a balance in delivery method. Combination of theory and practical approach allows each category of student to be accommodated.
There is an explanation while some students excel in theoretical work while others do better in practical tasks. It is easier when an operation is demonstrated for some like in a physics practical class. However, theories of history and philosophy are more interesting for others. As an instructor, your role is to find a balance.
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.
Low and high conceptual learners are the other opposites. The low conceptual is highly dependent on rules and has trouble generating own ideas. The high conceptual will device own strategies and rules and always has an alternative when solving problems. Students who have been marked to fall in the low conceptual category have been identified to have challenges learning.
Successive and simultaneous learners are the other opposites. The successive thinks deep into ideas and follows laid methods before providing an answer. This obviously takes time. For the simultaneous learner, there is always a rush to make decisions and ideas are viewed as opposites. As such, for example, the line will either be longer or shorter than the other, despite the fact that one has only increased the distance between them.
With the application of the corresponding teaching method, each student will be proven to be a star. Since classes can rarely accommodate the differences, the teacher needs to strike a balance in delivery method. Combination of theory and practical approach allows each category of student to be accommodated.
There is an explanation while some students excel in theoretical work while others do better in practical tasks. It is easier when an operation is demonstrated for some like in a physics practical class. However, theories of history and philosophy are more interesting for others. As an instructor, your role is to find a balance.
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