UNDERSTANDING THE INPUT Learning Life Long STUDENT OUTCOMES

UNDERSTANDING THE INPUT,

Learning - Life Long STUDENT OUTCOMES Teaching Style Curriculum Learning Style Learning Environment

First Things First A number of things must be considered for making students’ learning effective: • Students’ and Teacher’s Input Styles • Students’ and Teacher’s Processing Styles • Students’ and Teacher’s Output Styles • Students’ and Teacher’s Personality

Learning Style Defined –“the composite of characteristics cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment” (Keefe, 1979)

Learning Potential Vs Curriculum Good-Multidisciplinary Limited-Focused Excellent-Accelerated Unlimited Challenging Is the Student in the Right Curriculum? ? ?

Learning & Physiology Stress, threat and boredom limit the brain’s ability to learn –teachers should invoke sense of excitement and contextualisation

Instruct Explain Explore

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Androgogy Academic Androgogy Projects Pedogogy Academic Pedogogy Activities 13

GRASPING SPEED Moderate? Normal? Fast? Output Speed

Neurodiversity • Based on Gardner’s MI theory (1983) on notion that intelligence, based on IQ testing, is far too limited • Proposes different intelligences to account for a broader range of human potential to express. • Theory suggests multiple ways the content may be taught to facilitate learning to a Kid.

Output Styles

Career Guidance We must Help our Students to make Informed Choices for their Future

As educators we are responsible for helping students ‘guide out’ from themselves the beliefs and behaviors that promote Holistic living. When we Teach our students How to learn, We are also Teaching them how to be Happy.

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