This document discusses factors that influence learning, including personal, social, cultural, cognitive, physical, and sensory factors. It examines how these factors are underpinned by various learning theories, including behaviorism, cognitivism, and social/situational theories. From an educational perspective, teachers need to consider these diverse factors and establish inclusive learning environments that accommodate different abilities, needs, cultures, and learning preferences in order to foster learning for all students.
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Types of education are commonly divided into formal, non-formal, and informal education. Formal education takes place in education and training institutions, is usually structured by curricular aims and objectives, and learning is typically guided by a teacher. In most regions, formal education is compulsory up to a certain age and commonly divided into educational stages such as kindergarten, primary school and secondary school. Nonformal education occurs as addition or alternative to formal education.[1] It may be structured according to educational arrangements, but in a more flexible manner, and usually takes place in community-based, workplace-based or civil society-based settings. Lastly, informal education occurs in daily life, in the family, any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational, whether unintentional or intentional. In practice there is a continuum from the highly formalized to the highly informalized, and informal learning can occur in all three settings.[2] For instance, homeschooling can be classified as nonformal or informal, depending upon the structure.Regardless of setting, educational methods include teaching, training, storytelling, discussion, and directed research.Numerous definitions of education have been suggested by theorists belonging to diverse fields.[3][4][5] Many agree that education is a purposeful activity directed at achieving certain aims, especially the transmission of knowledge.[6] But they often include other aims as well, such as fostering skills and character traits.[6][3][7] However, there are deep disagreements about the exact nature of education besides these general characteristics. According to some conceptions, it is primarily a process that occurs during events like schooling, teaching, and learning.[8][9][4] Others understand it not as a process but as the achievement or product brought about by this process. On this view, education is what educated persons have, i.e. the mental states and dispositions that are cha
At the end of the session, you shall be able to
Define educational psychology
List atleast 5 aims of education psychology
Describe the history of educational psychology
Apply the psychological theories to the life of a Student
Enumerate the types of learners
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Types of education are commonly divided into formal, non-formal, and informal education. Formal education takes place in education and training institutions, is usually structured by curricular aims and objectives, and learning is typically guided by a teacher. In most regions, formal education is compulsory up to a certain age and commonly divided into educational stages such as kindergarten, primary school and secondary school. Nonformal education occurs as addition or alternative to formal education.[1] It may be structured according to educational arrangements, but in a more flexible manner, and usually takes place in community-based, workplace-based or civil society-based settings. Lastly, informal education occurs in daily life, in the family, any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational, whether unintentional or intentional. In practice there is a continuum from the highly formalized to the highly informalized, and informal learning can occur in all three settings.[2] For instance, homeschooling can be classified as nonformal or informal, depending upon the structure.Regardless of setting, educational methods include teaching, training, storytelling, discussion, and directed research.Numerous definitions of education have been suggested by theorists belonging to diverse fields.[3][4][5] Many agree that education is a purposeful activity directed at achieving certain aims, especially the transmission of knowledge.[6] But they often include other aims as well, such as fostering skills and character traits.[6][3][7] However, there are deep disagreements about the exact nature of education besides these general characteristics. According to some conceptions, it is primarily a process that occurs during events like schooling, teaching, and learning.[8][9][4] Others understand it not as a process but as the achievement or product brought about by this process. On this view, education is what educated persons have, i.e. the mental states and dispositions that are cha
At the end of the session, you shall be able to
Define educational psychology
List atleast 5 aims of education psychology
Describe the history of educational psychology
Apply the psychological theories to the life of a Student
Enumerate the types of learners
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Chapter 3 - Islamic Banking Products and Services.pptx
Learning.pdf
1. Learning Outcomes: In this chapter you will cover the following
learning outcomes
Factors which Influence Learning:
• 1.1 Review the impact of personal, social, and cultural
factors on learning.
• 1.2 Review the impact of different cognitive, physical, and
sensory abilities on learning.
2. Introduction
• In this chapter, we will consider how important physical, sensory,
cognitive, social and cultural factors are to learning, particularly in
relation to education. These factors are often underpinned by
learning theories and understanding those theories and their
application to teaching context can help us to appreciate how
individuals learn and the role of the educator within the learning
process, not least within the context of inclusive practice.
3. Application of Learning Theories to Education
Learning theories Behaviorist, e.g. Pavlov,
Watson, Skinner
Cognitivist, e.g. Piaget, Bruner Humanist, e.g. Maslow,
Rogers
Social and Situational, e.g. Bandura
View of the
learning process
Change in behaviour Internal mental process (including
insight, information processing,
memory, perception)
A personal act to fulfil
potential
Interaction / observation in social contexts.
Movement from the periphery to the centre of a
community of
Practice
Locus of learning Stimuli in external
environment
Internal cognitive
structuring
Affective and cognitive
needs
Learning is in relationship between people and
environment.
Purpose in
education
Produce behavioural change
in desired direction
Develop capacity
and skills to learn
better
Become self-actualized,
autonomous
Full participation in communities of practice and
utilisation of
resources
Educator's role Arranges environment to
elicit desired response
Structures content
of learning activity
Facilitates development of
the whole person
Works to establish communities of practice in
which conversation and
participation can occur.
Manifestations in
adult learning
Behavioural objectives
Competency-based
education
Skill development/training
Cognitive development
Intelligence, learning and memory
as a function of age
Learning how to learn
Andragogy
Self-directed learning
Social participation
Socialisation
Conversation
Questions:
What theories of learning influence your professional practice? Are there any theories of learning or ideas relating to
education in general, which we can draw on to help us develop understanding about our own teaching practices and
attitudes?
Taken from: http://www.incurriculum.org.uk/files/1281472677/inclusive_learning_in_practice_v1.pdf
5. Learning Outcomes for the Module
Chapter 1: Factors Influencing Learning
• 1.1 Review the impact of personal, social, and cultural factors on
learning.
• 1.2 Review the impact of different cognitive, physical, and sensory
abilities on learning.
Chapter 2: Policy and Regulatory Frameworks
• 2.1 Summarise policy and regulatory frameworks relating to
inclusive practice.
• 2.2 Explain how policy and regulatory frameworks influence
organisational policies relating to inclusive practice.
• 2.3 Explain how policy and regulatory frameworks influence own
inclusive practice
Chapter 3: Roles and Responsibilities
• 3.1 Summarise own role and responsibilities relating to inclusive
practice.
• 3.2 Explain the relationship between own role and the roles of
other professionals involved in inclusive practice.
• 3.3 Identify points of referral available to meet individual learning
needs
Chapter 4: Creating an Inclusive Environment
• 4.1 Review key features and benefits of an inclusive learning
environment.
• 4.2 Analyse ways to promote equality and value diversity.
• 4.3 Analyse ways to promote inclusion.
• 4.4 Review strategies for effective liaison between professionals
involved in inclusive practice.
Chapter 5: Reflecting on your Inclusive Practice
• 5.1 Review the effectiveness of own inclusive practice.
• inclusive practice.
• 5.2 Identify own strengths and areas for improvement in relation
to inclusive practice.
• 5.3 Plan opportunities to improve own skills in inclusive practice.
6. Personal, Social and Cultural Factors on Learning
• Social, cultural and emotional learning forms a key role
within educational settings.
• These are essential life skills that support a child’s ability to
cope with difficulties, build resilience, learn how to manage
feelings, manage friendships and solve problems.
• Some of the important social and emotional skills that might
contribute to children’s learning might include, though not
limited to,:
• Self-awareness
• Developing a sense of social awareness
• Self-management
• Social relationships and communication
• Theory of mind and intentionality (e.g. recognising that
others may have different opinions and thoughts)
• Responsible decision-making
• Question: As a practitioner, how do you promote the
development of social and emotional skills within the your
own curriculum and classroom delivery?
• Watch the following video, produced by an Australian mental
health organisation called ‘Kids Matter’, which outlines 5
social and emotional competencies for learning.
https://www.youtube.com/watch?time_continue=2&v=pWZeR1bB038
7. Personal, Social and Cultural Factors on Learning
• Social and situational learning theories play a key role when
we consider the wider social and cultural importance for
learning and development.
• From your training and professional practice you will have
encountered a range of learning theories, for example:
• Learning theories which emphasise the social and cultural
contexts affect learning emphasises social interactions among
children. Purpose of education, in this context, would be to
encourage full, active participation in learning activities
which fosters social and cultural relationships.
• Social and emotional learning seeks to improve pupils’
interaction with others and self-management of emotions,
rather than focusing directly on the academic or cognitive
elements of learning. Educational interventions might focus
on the ways in which students work with (and alongside)
their peers, teachers, family or community.
• From an educational perspective, teachers need to work to
establish communities of practice in which conversation and
participation can occur. This can be achieved by:
• Considering the impact of different cultures, environments
and belief systems on learning
• Accommodating different abilities and/or needs (including
one-to-one, paired work, small group teaching, whole group
teaching)
• Promote collaborative learning through peer learning,
discursive assessments and online discussion activities
• Incorporate culturally diverse topics and issues
• Recognising and identifying ways to minimise potential
institutional/social/cultural/personal barriers to learning
• Fostering collaborative learning approaches to create social
working relationships in the classroom.
8. Cognitive, Physical and Sensory Abilities on Learning
• Cognitive abilities are brain-based skills we need to carry out any
task from the simplest to the most complex. They have more to
do with the mechanisms of how we learn, remember, problem-
solve, and pay attention, rather than with any actual knowledge.
• For instance, responding to a phone call involves perception
(hearing the ring tone), decision taking (answering or not), motor
skill (lifting the receiver), language skills (talking and
understanding language), social skills (interpreting tone of voice
and interacting properly with another human being).
• Cognitive skills also, to a large extent, determine learning ability.
For example,
• Motor skills
• Language,
• Visual and spatial processing
• Concentration
• Perception
• Thinking and Memory
• Logical thinking
• Reasoning
• Executive functions
• There will be physical and cognitive processes involved in all
aspects of learning and these will definitely differ from one
individual to another.
• However, physical skills or cognitive skills should not be seen
in complete isolation. These physical, sensory and internal
cognitive processes are affected by, and are in a dynamic
relationship with, wider social and environmental factors.
• Therefore, social relationships, and different cultural factors,
can impact on how and why information is learned and
where this learning takes place.
9. Cognitive, Physical and Sensory Abilities on Learning
• You have already considered some of the key learning
theories in your first module. Let us consider how those
theories relate to include practice and education.
• Learning theories (andragogy, cognitivism), for example, play
a key role in emphasising, to varying degrees, the extent to
internal cognitive abilities, like thinking, speaking, reasoning
and understanding .
• Cognitive teaching and learning models help learners to
process information, build concepts and rules, generate and
test hypotheses and think creatively.
• With cognitivism, the locus of learning is the Internal
cognitive structuring and how students internalise and store
new information. With regards to education, this concerns
how they develop the capacity and skills to learn better
• From an educators role, the focus should be on how to
structure the content of learning activity and the kinds of
information that needs to be developed.
• From an educational perspective, teachers need to establish
the kinds of teaching content that needs to be delivered and
how students may learn new information. This can be
achieved by:
• Adopting a multi-sensory approach to teaching practice to
support a whole institutional inclusive
• Structuring information in a way that can be understood,
remember and articulated
• Accommodating different learning preferences and learning
styles.
• Adopt physical approaches to learning by incorporating
materials and objects
• Tailoring teaching strategies to accommodate students'
sensory learning styles (e.g., visual, auditory, kinesthetic)
• Considering the physical environment of school and
classroom, and potential barriers this may place on learning