![]() ![]() In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. These are some of the goals of the present text. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take adĀ vantage of their strengths, and avoid (or correct) their weaknesses. One's impresĀ sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. " Observation of a single action cannot reveal a style. ![]() Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. A style is any pattern we see in a person's way of accomplishing a particular type of task. ![]()
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