Characteristics of Learning

Characteristics of Learning

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LEARNER’S CHARACTERISTICS

Cognitive Characteristics

A. General characteristic

   1.     General aptitudes

   2.     Specific aptitudes

   3.     Development level

   4.     Language development level

   5.     Reading level

   6.     Level  of  visual literacy

   7.     Cognitive  processing  styles

   8.     Learning styles

   9.     Cognitive and learning strategies

   10.   General world knowledge

                       

B. Specific  prior  knowledge

Physiological Characteristics

A. Sensory perception

B. General health

C. Age

Effective Characteristics

A. Interests

B. Motivation and motivation to learn

C. Attitude toward learning and subject matter

D. Perceptions of  experiences  with  specific  forms  of  mediation

E. Academic self-concept

F. Anxiety level

G. Beliefs

H. Attribution of success (i.e., locus of control)

Social Characteristics

A. Relationships to peers

B. Feelings toward authority

C. Tendencies toward cooperation or competition

D. Moral development

E. Socioeconomic background

F. Racial/ethnic  background, affiliations

G. Role models

Learning  characteristics  of  gifted  children

       I.            showing a high level of alertness

     II.            being intensely curious

  III.            having an exceptional memory

  IV.            displaying  great  concentration

    V.            Demonstrating intense task commitment

  VI.            synthesising knowledge to come up with greater understanding

VII.            learn   very rapidly - needs few  if  any  repetitions

VIII.            being highly imaginative and/or creative

  IX.            Ask probing questions, such as 'If our weather is affected by ocean currents, what affects the ocean currents?'

     X.            Analyse the  answers  given by others and asking further pertinent questions.

Characteristics of slow learners:

1.     Functions at ability but significantly below grade level

2. Is prone to immature interpersonal relationships.

3. Has difficulty following multi-step directions.

4.  Does not have long range goals  and  Lives in the present  .

5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and  generalizing information.)

6. Scores consistently low on achievement tests.

7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)

8. Has a poor self-image.

9. Works on all tasks slowly.

10. Masters  skills vary  slowly  and    some skills may not be mastered at all

11. Easily  influence  by  other

Common   Characteristics    to  many  but  not  all  adult  learners.

1.Autonomy. Adults typically prefers a sense of control and self-direction. They likes options and choice in their learning environment. Even adults who feel anxiety from self-direction may learn to appreciate this approach if given proper  support  at  initial  stage.

2.Goal-oriented.  Many adults have specific goals they are trying to achieve. They generally  prefer to partake in learning activities that help them reach their goals.

3.Practical :  In the workplace the adults prefer practical knowledge and experiences that will make work easier or provide important skills.

 4.Competence and mastery :  Adults like to gain competency in workplace skills as it boosts confidence and improves self-esteem.

5.Learning by experience :  Adults prefer to learn by doing rather than listening to lectures.

6.Wealth of Knowledge. In the journey from childhood to adulthood, individual accumulate a unique store of knowledge and experiences. Which  bring this depth and breadth of knowledge to the learning situation.

7.Purposeful : Adults want to know the purpose of a training and the motivation underlying  an organization’s  training  initiative.

8.Emotional Barriers : Through experiences, adults may fear a subject, have anxiety about a subject or feel anger about forced changes in job responsibilities or policies. These emotions can interfere with their  learning process

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9.Results-oriented. Adults are results-oriented. They have specific expectations for what they will get out of learning activities and will often drop out of voluntary learning  if their expectations  aren’t fulfill .

10.Outside responsibilities :  Most of the adult learners have numerous responsibilities and commitments to family, friends, community and work. Carving out time for learning affects adult learners.

11.Potential physical limitations :  Depending on their age and physical condition, adult learners may acquire Psychomotor skills more slowly than younger students and have more difficulties in reading small fonts and seeing small images on the computer screen.

12. Responsible for Self: Many Adult learners often take responsibility for their own success or failure at learning.

14. Need for Community: Self-directed adult learners prefer a learning community with whom they can interact and discuss questions  and  issues.