RESULTS LEARNING STYLE QUESTIONARY

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Our result belongs to a classroom that has not learning disabilities. But my students have other problem to learn, because, for example, they have few attention or they read quickly and bad. Often they dont organiyed and they do things at last moment.

In Italy the students with learning problem as dislexia etc… have a support with other teacher, specialist in disabilities.

The Governement give to school money to support students with handicap or disabilities. Usually the students with hanidcap go in professional school

QUESTIONARY CLASS 4CIT 1 2 3

1. When I try to concentrate 17 9 22. When I visualize 1 13 133. When I talk with 18 0 94. When I contact 15 0 145. When I see an 8 11 96. When I relax... 14 2 127. When I read... 7 8 138. When I spell... 5 16 7

9. When I do something 11 15 210. When I assemble object 13 8 7

11. When I interpret.. 12 11 512. When I teachother people 2 3 23

visual auditory tactile

the date of questionary

visual

auditory

tactile

LEARNING STYLE

In my class most of my students have a VISUAL learning style; the second style is practical (learning by doing).

It is a problem for a lot of subjects as history, literature, low instructions.

So the teachers must use several methods for satisfying work with students.

In our school we have in each classroom LIM, e-books, limbooks, i-books

PROBLEMS

The studens dont understand some questions, for example 3/2

3 possibilities of choice are to few; the students proposed other items

Nearly all questions are about no-learning and beaviour of persons

More and more different questions would have been better

AN INTERVIEW TO 4 CIT STUDENTS

What do you think about your teachers’ teaching modalities?

How do you study at home? How do you “learn” at school? What are your studying and learning needs? What are the difficulties?Class discussion and text writing

LACK OF CONCENTRATION 1

Students often see school as a sort of stage where they “act” their own lives

Their behaviour is often facetious, humorous and superficial

Outside the “school environment” , students show a superficial approach to reality

LACK OF CONCENTRATION 2

AIMS Making students autonomous and

responsible, guiding them to cope with real situations

ACTIVITIES Students are asked to carry out real tasks,

projects, self-assessment, pair work (activities which are often considered complex and difficult)

LEARNING 1

AIM - Getting students to appreciate knowledge as a value in itself, which boosts their passion for learning and increases their personal culture.

ACTION – Using both deductive and inductive approaches, by involving students in workshops so as to reach a level of autonomous production.

LEARNING 3

Students would like to be given useful tools for “learning how to learn”, but only few teachers are willing to do it, which makes things more complicated.

WHY SHOULD TEACHERS DEVELOP STUDENTS’ COMPETENCES?

Any learning process is relevant Each student is responsible for his/her own

learning process Teachers’ training and evaluation should be

effective and reliable Favour cooperation among the components

involved in education, sharing also responsibilities