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10 pages in length. The challenge of education resides within the myriad ways in which students absorb the information. Given the opportunity, one might readily surmise how teachers incorporate appropriate curricula dependent upon the varied learning styles students posses; however, this presumption would not recognize how much of conventional teaching is built around a generalized syllabus that attempts to reach every student in the same homogenized way. Swiss psychologist Jean Piaget considered an entirely different way to reach students through curricula that recognizes each person's individuality when it comes to learning. Bibliography lists 8 sources.
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File: LM1_TLCLrnThCurr.rtf
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the varied learning styles students possess; however, this presumption would not recognize how much of conventional teaching is built around a generalized syllabus that attempts to reach every student in
the same homogenized way. Swiss psychologist Jean Piaget considered an entirely different way to reach students through curricula that recognizes each persons individuality when it comes to learning.
II. PIAGET Human behavior is a complicated and curious equation. The answer to why a particular action is exhibited at a particular
time in ones life may be locked away in centuries worth of evolution, yet it continues to be displayed even today. Psychologists like Jean Piaget have come to understand
how the human mental condition is part of a complex connection between the environment and biology, pointing to a direct link between brain chemistry and structure that ultimately dictates behavior
and the function of developmental stages. As such, many within the pedagogic community contend that students are told to learn but not frequently
enough are they taught how to learn. When one examines this influential element as it relates to curriculum choices, he or she can readily recognize how teaching reflects the
combined components of open communication, creative instruction and critical thinking. It might be an odd realization at first glance, but the fact that students -particularly those with special needs
- must be taught how to learn is an all-too-true reality wholly overlooked by even the most astute academic institutions. From preschool to graduate school, there is a strategy
of learning that must first be administered prior to students developing the ability to absorb what they are taught. Within the rather broad boundaries of this component for special
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