itions for learning (learning styles) that can differ along four basic dimensions: (1) Environment (e.g. needs quiet vs. tolerates sound, requires low light vs. requires bright light, etc.); (2) emotional-motivational states of the learner (e.g. persistent vs. not persistent; needs little structure vs. needs strong structure); (3) sociological preference (e.g. works best in group vs. works best alone; learns best from adults vs. learns best from peers, etc.); and (4) physical characteristics and needs of the student (e.g. prefers auditory, visual, tactile or kinesthetic instructional mode; needs classroom mobility vs. does not need mobility, etc.)
With a knowledge of learning models, the teacher is given the ability to work effectively with students by tailoring given tasks to the different learning styles of his/her students; and by doing so is in a better position to facilitate the students intellectual, social, emotional and even physical development.
The wise teacher will master a sufficient repertoire of strategies to deal with specific kinds of learning pro
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