Describing Learners

Describing Learners

1. Age

   • Kids
     • Respond to meaning
     • Learn indirectly
     • See, hear, touch and interact
     • Enthusiasm for learning
     • Need for individual attention
     • Keen to talk about themselves
     • Limited attention span
   • Teens
     • Seemed difficult
     • Seemed less lively then adults
     • Less motivated
     • Many ways of studying
     • Address leaning issues directly
     • Discuss abstract issues
     • Resolve by themselves, but with guidance
   • Adults
     • Special characteristics
       • Patters of learning
       • Abstract thought
       • Life experiences
       • Expectations about learning
       • More disciplined
       • Range of experiences
     • Problematic characteristics
       • Critical of teaching methods
       • Worry about diminishing intellectual powers
       • Concerned to keep their creative powers alive
       • Experienced failure

2. Motivation

   • Defining motivation
     • Extrinsic
       • Outside factors
     • Intrinsic
       • Within the individual
   • Initiating and sustaining motivation
     • Goals
       • Long-term
       • Short-term
     • Interesting classes
       • Variety of subjects
       • Exercuses to keep them engaged
     • Learning environment
       • Good atmosphere
   • Sources of motivation
     • Significant others
       • Attitude of parents is crucial
       • Attitude of peers ir crucial
     • The teacher
       • Attitude of teacher is crucial
     • The method
       • Teacher and student's confidence

3. Learner differences

   • Aptitude
     • Unusual memories
     • Optimistic
     • Retention of things
   • Good learner characteristics
     • Different in each culture
     • Tolerance of ambiguity
     • Positive task orientation
     • Ego involvement
     • High aspirations
     • Goal orientation
     • Perseverance
   • Learner styles
     • Convergers
     • Conformists
     • Concrete learners
     • Communicative learners
   • Individual variations
     • Neuro-linguistic programming
     • MI theory
   • Language levels
     • Plateau
     • Methodology
     • Language
     • Topics
   • What to do about individual differences
     • Students as individuals
     • Establish different students
     • Which preferred sensory the student respond to
     • Recognise other differences