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favor of discovering first how the students perceive their own needs and then
considering what contributions they can make, as teachers and course designers
to meeting these deeds. We need to know what the students necessities.
Perceptive interpretation of the articulated and implicit massages of students,
parents and community representatives can then be expressed in experimental
course design. The response of students to experimental courses will reveal clearly
enough whether needs are being met and enable them to express more concretely
what they feel is still missing. What all of these motivations require, if the students
are to feel their need are fulfilled, is a solid, flexible basic course on which the
student can become locket into an approach which subsequent language
experience cause them to realize they do not really want.
After the basic course, there should be choice, that is , courses with different
orientations that provide clear-cut options, even of with differing orientations that
provide clear-cut options, even if these options go against the teachers personal
predilections. Even in a one class situation options can be included test can be in
this one hopes.
A truly dismaying number of cognitive activities, or aspects of activities , has been
proposed as basic components to underpin task analysis and learning styles. One
learning style profiles are available, how can they be used to improve instructions?
There are two basic approaches to utilizing the information machine and
remediation. Machine means that instructions is individualized for each student in
such a way that the student hast the opportunity utilizing those cognitive skills in
which he or she is particularly strong.
The other way of the incorporating learning style information into instructions is
remediation, rather than tailor instructions to fit a students particular strengths, the
students is assigned special activities for those aspects of the learning task where
his or her skills are weak. The descriptions of learning problems which they provide
are, in fact, avouched in terms of general cognitive style variables such as field
dependence, impulsiveness, and convergent thinking. A detailed knowledge of