Sensory preference
Visual learners
These learners learn best when they can see things:
they like to have things wtitten down
they respond well to pictures
they like using books and taking notes.
Auditory learners
These learners find it easier to learn when they hear explanations:
they enjoy listening to tapes or to the teacher.
they like making tape recordings of what they are learning.
Physical or kinaesthetic learners
These learners need to be actively involved in doing a task in order to learn easily:
they often like to move around and find it boring to sit still
they will probably enjoy role plays or handling physical objects.
they like a variety of classroom activity and actively participate in them.
Concrete/Abstract
Concrete learners
These learners like hands-on, practical activity:
they will learn something if it has a purpose
they enjoy games, simulations and role plays and are experimental by nature.
Abstract learners
These learners are happy with theory and may be good at thinking rationally and logically:
they enjoy ideas and learn well through books
they may be good at reading and writing and less inclined to more practical exercises.
Sequential/Random
Sequential learners
These learners are good at classifying and arranging knowledhe:
they may be very analytical, industrious and reliable.
Random learners
These learners tend to be more imaginative and intuitive:
they may come up with original ways of looking at things and new ideas.
Of course, any individual will have a mixture og chsrscteristics: it is very unusual for anyone to be a pure example of one learning style. Often people who learn best use a mixture of learning styles. You should try learning in different ways by practising lots of different activities in English class. You might find a better way to learn.
Завдання 2.
1. To check your understanding of the different learning styles and their implications, try to match the style with the kind of activity these learners typically enjoy or find easy.
Learning style
Visual
Auditory
Kinaesthetic
Concrete
Abstract
Sequential
Random
Preferred activity
listening to tapes
classifying and ordering
reading
brainstorming ideas
simulations and role play
watching films and looking at pictures
discovery learning
2. Match each to an individual student in your classes.
Навчальний стиль визначається за допомогою анкет. Так як існує багато різних класифікацій навчальних стилів, то вважаємо доцільним дати декілька завдань для визначення різних стилів учнями. Ми рекомендуємо розпочати роботу в класі з тексту анкети, перед виконанням чкої треба перевіірити її розуміння учнями. Відповіді на запитання анкети, підрахунок балів і визначення стилю учнями відбувається в класі, а з порадами, як поліпшити свій стиль навчання учні ознайомлюються вдома. Текст анкет подається в додатку (с. 11–14).
Завдання 3 a) Try the following quiz. Calculate your score and report on your learning style.
Remember that all stiles may be sometimes successful.
b) Discuss with your classmates the “results” and their possible implications for learning.
Hometask: Look through the recomendations as for your learning style. Make the list of activities useful for you.
Для підвищення мотивації навчання учням необхідно усвідомлювати для чого вони хочуть вивчати іноземну мовую аналіз власних цілей вивчення ІМ буде більш ефективним, якщо учні визначатимуть їх не з списка, запропонованого вчителем, а з власного досвіду однак не слід очікувати від учнів детального аналізу цілей вивчення ІМ на початку курсу.
Завдання 4. For effective studying, it is a good idea to think about what you need or what English for. You could analyse your needs like this
a) listen to the interview of foreign students studying English. Do you have the same needs as anyone of them?
(для слабких учнів подаються картки з ключовими словами та виризами).
b) decide on your main purpose for learning English e. g. for future work or study.
c) make a list of the specific situations where you need to use English e. g. speaking on the telephone, answering enquiries, giving information, writing business letters, reporting on the conference, telling anecdotes.