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- W2981340389 abstract "This article focused on the identification of individuals’ learning styles, acknowledging that engaging with individuals' learning styles can significantly impact on their ability to learn. The project was undertaken by four teachers from the different Swinburne campuses and aimed to: assist with identifying preferred learning styles; encourage greater consideration of addressing individual learning styles in classroom lessons and assist students to seek out ways of implementing their preferred learning style. Four different groups of students participated in the study: Group A were of mixed ages and cultural backgrounds; Group B consisted of students with a mild intellectual disability; Group C was made up of 16-19 year old students; and Group D of 15-17 year old students who were identified as 'at risk'. A range of sessions were conducted with each group. Students appeared to be highly engaged with the process of identifying their best way of learning and how they could improve their learning in the future. The teachers involved agreed that the project reminded them of the importance of teaching in a way that incorporated a wide range of learning styles and highlighted the importance of lesson preparation. For all the groups the greatest barriers to learning were low self-esteem and lack of confidence. The article suggests that as pressure mounts on teachers to engage their learners, continuing to investigate more ways of motivating and empowering students grows in importance." @default.
- W2981340389 created "2019-11-01" @default.
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- W2981340389 date "2005-01-01" @default.
- W2981340389 modified "2023-09-23" @default.
- W2981340389 title "Identifying and accommodating preferred learning styles" @default.
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