Types of Learners

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Fast/ Gifted Learner, Superior/ Bright Learner, Average Learner and Slow Learner

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Types of Learners

  1. 1. TYPES OF LEARNERS Presenter: Glizell Ocampo
  2. 2. FAST /GIFTED LEARNERS    Gifted is a frequent designation and a  certain specific I.Q. range has been  allotted to those who are known as gifted  people. The gifted and talented learners  are those whose intellectual abilities are exceptionally and constantly outstanding.  Scores on intelligence testing ranging  from 130 to 140 have been used to  identify them.
  3. 3. FAST /GIFTED LEARNERS    They  rank  high  in  academic   achievement  and  cover  a  wide ground  within a limited period of time.   They are fast thinking, highly creative and  imaginative with very high constructive  abilities.
  4. 4. FAST /GIFTED LEARNERS     They have very good cordial  relationships.  They make friends easily.  They have outstanding leadership  qualities and can work well under  pressure.  They  are  mostly  invariably  good  in  all   subjects.
  5. 5. FAST /GIFTED LEARNERS   • Enrichment of instructional programmed:  an abundant supply of books, laboratory  equipment, and illustrative material for he  may select the one needed according to  his personal aims. •  School work to give a liberal background  for later professional preparation.
  6. 6. FAST /GIFTED LEARNERS    More of verbal descriptions and  generalization, less of repetition, study  beyond that required for average or slow  learner.   Emphasis on development of personality  and character traits.
  7. 7. FAST /GIFTED LEARNERS   •  Skipping of grades commensurate with  social and emotional development. •  Emphasis on well-rounded development  and expansion of interests. •  More permissiveness, freedom and  challenge than more prescription of work.
  8. 8. SUPERIOR/BRIGHT LEARNERS    Bright children are the ones who succeed  better in a typical school setting.  A bright child knows the answer.  A bright child works hard to achieve.  A bright child enjoys school.
  9. 9. SUPERIOR/BRIGHT LEARNERS   • Have an extra challenge ready that allows  the student to go deeper into the subject,  learn a little more, or apply a skill he has just  learned in a new way.
  10. 10. SUPERIOR/BRIGHT LEARNERS    Help the child to create an ongoing individual  project. Perhaps a report on something she is  interested in, a PowerPoint presentation, or a  creative writing project - anything that is  motivating, educationally sound and can be  worked on here and there.
  11. 11. DIFFERENCE BETWEEN BRIGHT AND FAST LEARNERS  BRIGHT LEARNERS FAST LEARNERS Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Understands ideas Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions
  12. 12. DIFFERENCE BETWEEN BRIGHT AND FAST LEARNERS  BRIGHT LEARNERS FAST LEARNERS Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential presentation Is alert Is pleased with own learning Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical
  13. 13. AVERAGE LEARNERS   Majority of learners can be classified as  normal learners.  That is to say that majority  of learners are of average abilities.   They manifest average ability.  They have their own learning problems like  lateness to school,truancy, wrong peer  group.  They manifest giftedness when faced with 
  14. 14. AVERAGE LEARNERS     They need a teacher who finds out what  their interests are and builds on them.  They need a teacher who discovers the  learning style of each student.  They need a teacher who will ask complex  questions and expect that the students will be  able to answer them.
  15. 15. SLOW LEARNERS    A child who qualifies for special education  services .  They  exhibit numerous  learning  difficulties   that  seem  to  defy  all  learning  methodologies and procedures.  The I.Q., of slow learners is in most cases  below 90.
  16. 16. SLOW LEARNERS    The slow learners have a short attention  span, that is, they cannot concentrate for  long.  They have short memory and they don’t  remember easily what they have been  taught.  The slow learners are always bored and  generally have no interest in learning.  They have poor communication skills. They 
  17. 17. SLOW LEARNERS    They have poor eye-hand coordination.  They  cannot see properly nor even copy correctly.  Their  numeric  ability  is  very  low  and  they   are  very  poor  in calculation.   They  have  poor  social  interaction  and   cannot  get  along  with others easily.  They score low in all types of tests and  assessment.
  18. 18. SLOW LEARNERS   Health Problems A child’s mother might have had measles,  venereal diseases that might have caused  mental retardation in the child.  Also the  mother might be malnourished during  pregnancy.  The child’s health might also be affected after birth.
  19. 19. SLOW LEARNERS   Psychological Problems Mothers who experience intense and  excessive anxiety, worry, stress and the like  may give birth to disturbed children, since the  mother’s state of health affects the child. 
  20. 20. SLOW LEARNERS   Genetic Problem If slowness or dullness run in the lineage,  inherited characteristics from parents may  influence the general intellectual  development of the child.
  21. 21. SLOW LEARNERS   Home Based Problems Broken homes and extreme poverty on the  part of the parents may affect the child.
  22. 22. SLOW LEARNERS   School Based Problems  - Poor methods of teaching - Poor  teacher-pupil  relationships  for   example  when  a  child constantly  experiences hostility from the teacher. - Poor learning environment is not conducive to  learning.
  23. 23. SLOW LEARNERS   •  More repetition of facts in different contexts  and drill on fundamentals. •  To make learning concrete, more  illustrations, demonstra-tions, examples,  experiences to be given. •  Effective motivation in the form of immediate  rewards, short-term goals, praise,  encouragement.
  24. 24. SLOW LEARNERS   •  School work to be related with the  occupations the learners will take up as  adults. • Very little criticism or sarcastic remarks to be  given. •  Illustrations to be simple and specific,  examples to be given from daily life. •  More schooling, more hours of school work  and more years.

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