By Gavin Reid
The writer discusses levels within the studying cycle, diverse studying types, and the way the school room atmosphere and assorted instructing tools impact kid's skill to benefit
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Extra info for Learning Styles and Inclusion
Sample text
At the same time it has the potential to stimulate, invigorate and create. People react differently to different sounds and this needs to be considered in a learning environment. There has been a great deal of interest in the role of music in learning, both in terms of listening to music and actively playing a musical instrument. For example, it has been suggested that soft music in the nursery, musical toys and dance lessons, encouraging music involvement in a fun way, strengthens children’s educational, physical, and emotional development.
For example, students with dyslexia can have good social skills and this can be used to highlight their strengths. If this is the case, this should be related back to students so that they recognise and appreciate their strengths. This will be useful for future learning and can help to develop a positive self-concept. Developmental co-ordination difficulties Characteristics Developmental co-ordination disorders (DCD) are characterised by poor motor co-ordination. This could be fine motor processing such as the skills needed for writing and drawing or/and gross motor difficulties that can affect balance and general body movement.
Some learning environments may be more suited to left-hemisphere learners and others to right-hemisphere learners. Some examples are provided in the chapter. Environmental preferences can be considered following discussion with the learner or through observation of the learner in different settings. The learning environment is perhaps one of the most underrated features in the learning process. Environmental factors contribute to the learning experience a great deal and can significantly increase or decrease the effectiveness of learning.