IKVIENA LĪMEŅA APJOMS NAV
NOTEIKTS, TAČU TAS IR TIEŠI
PROPORCIONĀLS KATRA SKOLĒNA
INDIVIDUĀLĀS MĀCĪŠANĀS
VAJADZĪBĀM
[Link]ĒRTĒŠANA
IZVĒRTĒ, KRITIZĒ,
LĪMEŅA PAMATO… NOVĒRTĒT MATERIĀLU VAI
REALIZĒŠANU PRIEKŠSTATU PĒC
ATBILSTOŠI TĀ NOTEIKTIEM KRITĒRIJIEM.
NOZĪMEI SEKMĒ [Link]ĒZE
UZVEDINOŠO
SAVIENOT PRIEKŠSTATUS
JAUTĀJUMU APVIENO VAI INFORMĀCIJU, RADOT
, RADI… JAUNUS SECINĀJUMUS VAI
IEVADVĀRDI. SPRIEDUMUS, IZMANTOT
TOS PROBLĒMU
RISINĀŠANĀ.
PIRMS UZSĀKT
JAUNU LĪMENI,
[Link]ĪZE
JĀPĀRLIECINĀS ANALIZĒ
, KA ,
SADALĪT INFORMĀCIJU DAĻĀS,
IEPRIEKŠĒJAIS SECINI… LAI PIERĀDĪTU IZPRATNI UN
SAKARĪBAS
IR APGŪTS
[Link]ŠANA
LIETO,
SAGRUPĒ,
IZMANTOT IEPRIEKŠ MĀCĪTĀS
ATRISINI… ZINĀŠANAS, LIKUMU VAI METODI
JAUNĀ SITUĀCIJĀ, PROBLĒMU
RISINĀŠANĀ
[Link]
IZSKAIDRO,
SECINĀT UN PARĀDĪT, KA MĀCĪTĀ INFORMĀCIJA IR
APRAKSTI…
SAPRASTA
[Link]ĀŠANAS
ATCERIES
,
DEFINĒ…. ATCERĒTIES, ATPAZĪT UN UZTVERT KONKRĒTU
INFORMĀCIJU
[Link]
Enhance educational success...
... by discovering how students learn best.
Every student has a uniquely different learning style: they learn, concentrate and process
information in different ways.
Many educational profiling tools are available, but only the LSA reveals all a student's
biophysical makeup and conditioned style elements across the six key areas in the
Learning Style Pyramid Model:
Information Processing
Sensory Modalities
Physical Needs
Environmental Preferences
Social Aspects
Attitudes
LSA reveals ... each student's unique combination of style features.
LSA shows ... how to rearrange the learning environment to get better results.
LSA provides ... guidelines for helping students concentrate better and learn most
successfully.
LSA adapts ... to the specific needs of three age groups -
For Students:
Important self-knowledge gained
Strengths and weaknesses in learning revealed
Self-esteem improved
Study skills enhanced
Misunderstandings with teachers and parents prevented
Liberated to study "your way"
A personalised report aimed at the student
For Teachers:
Accurate picture of classroom diversity
Clear grasp of individual students' biological learning
needs
Reasons for underachievement exposed
True needs of slow learners and 'gifted' students
revealed
Communication with students and parents improved
Group work more successful
Team spirit enhanced
Student/teacher interaction improved
Better time management
Less stress - day-to-day and in one-off situations
Better results and more job satisfaction
A personalised report aimed at the teacher
For Parents:
Understand your children's learning needs
Identify reasons for underachievement
Remove barriers to your child's full learning potential
A personalised report aimed at the parents
The LSA assesses 49 individual elements in the following six areas which are represented
as layers of the pyramid. The first four of these layers can be described as
biologically/genetically determined and the last two conditioned or learned:
1. LEFT/RIGHT BRAIN DOMINANCE:
showing sequential or simultaneous brain processing
strategies,
reflective or impulsive thinking styles, and
overall analytic or holistic/global learning styles
2. SENSORY MODALITIES:
including auditory (hearing, talking, inner dialogue),
visual (reading, seeing, visualising),
tactile (manipulating, touching), and
kinesthetic (doing, feeling) preferences
3. PHYSICAL NEEDS:
identifying needs for mobility (preferences for moving
or being stationary),
intake (eating, nibbling, drinking, chewing, etc), and
time of day preferences (personal bio-rhythm)
4. ENVIRONMENT:
revealing preferences for sound (needing music/sound
or wanting it quiet),
light (needing bright or dim lighting),
temperature (needing cool or warm), and
work area (wanting formal or informal/comfortable
design)
5. SOCIAL GROUPINGS:
including preferences for working alone, in a pair, with
peers, or in a team,
and authority (wanting to learn with a teacher or a
parent)
6. ATTITUDES:
showing motivation (internally or externally motivated
for learning),
persistence (high, fluctuating, or low),
conformity (conforming or non-conforming/rebellious),
structure (being self-directed or needing directions,
guidance from others),
variety (needing routine or changes/variety)
[Link]
[Link]