This explains the difference among students with same learning styles. There are numerous individual differences when experience, skillfulness level and knowledge are considered.17 When students are familiar regarding their own learning style (most prevalent), then, they can also work to adapt to less prevalent learning
We are a diverse group of people. We all have different views, behaviors, personality and we all learn in different ways. There are those that learn best by listening, those that are more hands-on and physical. There are those that are more visually, socially, or even interpersonally learners. According to the Institute for learning styles research, there are seven learning styles, which facilitate knowledge comprehension.
Leary, Wheeler and Jenkins (1986) conducted two studies to examine the relationship between an individual’s salient aspects of identity, and behavioral preferences. Both social and personal aspects of identities were considered for the purpose of these studies. According to Cheeks and Briggs (1982), the characteristics that form a person’s identity can be dichotomized into social and personal elements. Personal elements are those components of one’s self-definition that uniquely “belong” to an individual. These may include one’s beliefs, goals, abilities, and feelings, among other things.
Summary The study was conducted to investigate if greater self-awareness in learning styles affects ones’ performance. To measure learning styles, the author conducted various studies and developed Koh’s Learning Styles Profiler (KLSP). Based on the study conducted, it was seen that there was a positive relationship between learning styles and performance and awareness in learning styles affects academic performance. This is based on the rationale that by understanding one’s learning style; learners would then gain a deeper understanding on their effective learning behaviors to develop strategies to enhance learning performance. Theoretical Perspective(s) The adaptation by Claxton & Murrell (1987) on Curry’s onion model was adopted as a
Looking up these terms in dictionaries, identity is defined as “who a person is, or the qualities of a person or group that make them different from others” (“Cambridge Dictionary”). In comparison, individuality seems to be almost the same, according to the Online Cambridge Dictionary as it says “[Individuality is] the qualities that make a person or thing different from others” (“Cambridge Dictionary”). Those are indeed vague definitions and they give the impression that every individual has to define them themselves. What if we lived in a country where our rights are restricted to an extent where the individual does not matter and the government
Therefore, we can conclude that the personality and characteristic traits of a person become the element that you can recognize the person who had conversation with you yesterday because the personality can uniquely identify of a person though by the attitude, responses, judgement and so on. Instead, we also cannot conclude that personal identity is the personality. We just only can prove that the personality is the element that support of the personal identity. It is because those definitions of personality we can clearly see that it is simply a pattern of responses or a complex of attributes and it is not the person themselves such as the example of “I have a dog” and “I am a dog”. In this case, we know that personality is something “to have” and it is not something “to be”.
It also studies diverse aspects of psycho-social variables in relation to teachers’ identity and performance. Variables such as self- concept, self-efficacy, self-awareness, emotional intelligence, social intelligence and a wide array of other variables have been investigated in relation to teacher identity and performance. In this regard, human action is the focal point in most of these studies. The modern studies of identity also probe the resources that empower, constrain, or transform teachers’ action within the educational context. Based on Gee (2001) Discursive identities become as important as, or even more critical than, institutional and static identities.
2.4.2 Motivation in Second Language Learning and Language Performance Besides gender, motivation is another individual differences (IDs) which was very important in explaining the SLL and SLA. Before going deeper into the claims made by the researcher, the understanding of the meaning and concept of motivation in language learning is very important. Motivation in general, was the forces that drive someone to do something or act in a particular way and it was known as the inner drive of a person. The only aspects of motivation that varies in individuals are the levels of motivation. In daily activities, there are forces that push an individual to act or do something and it goes the same with language learning.
There are no two individuals who are born with the exact same qualities, quirks, or dispositions. People differ in ways such as: the way their environment absorbed, their perception of the environment, and even how they respond to their environment. Every individual perceives life and it’s surrounding environmental factors based on their own personal experiences, what they have been taught, and learned emotive responses based on previous experiences. Similar to this presented theory, many theorists disregard the term “personality” because it implies a fixed set of traits that individuals are supposed to carry with them throughout their lifetime even while dealing with diverse and eclectic situations. (Prochaska and Norcross, 2014).
Real-Time Frontline (2013) expresses that Knowles described the learners' experience as "Adults come into an educational activity with different experiences than do youth. There are individual differences in background, learning style, motivation, needs, interests, and goals, creating a greater need for individualization of teaching and learning strategies". In my past organization, I worked with children that have autism and down-syndrome; in my current organization, I work with students that have Individualized Education Programs. My past organization gave me the experience to have patience with the students I work with now because I realized that they are similar to my special needs clients; I did not know their story, I had to adapt, build rapport to gain their