    IKVIENA LĪMEŅA APJOMS NAV
NOTEIKTS, TAČU TAS IR TIEŠI
  PROPORCIONĀLS KATRA SKOLĒNA
  INDIVIDUĀLĀS MĀCĪŠANĀS
VAJADZĪBĀM
 
 
 
6.IZVĒRTĒŠANA
 
  IZVĒRTĒ, KRITIZĒ,
LĪMEŅA PAMATO… NOVĒRTĒT MATERIĀLU VAI
  REALIZĒŠANU PRIEKŠSTATU PĒC

  ATBILSTOŠI TĀ NOTEIKTIEM KRITĒRIJIEM.

NOZĪMEI SEKMĒ 5.SINTĒZE
  UZVEDINOŠO
SAVIENOT PRIEKŠSTATUS
  JAUTĀJUMU APVIENO VAI INFORMĀCIJU, RADOT
, RADI… JAUNUS SECINĀJUMUS VAI
IEVADVĀRDI. SPRIEDUMUS, IZMANTOT
  TOS PROBLĒMU
  RISINĀŠANĀ.
PIRMS UZSĀKT
 
JAUNU LĪMENI,
4.ANALĪZE
 
JĀPĀRLIECINĀS ANALIZĒ
, KA   ,
SADALĪT INFORMĀCIJU DAĻĀS,
IEPRIEKŠĒJAIS SECINI… LAI PIERĀDĪTU IZPRATNI UN
  SAKARĪBAS

IR APGŪTS
 
3.IZMANTOŠANA
  LIETO,
SAGRUPĒ,
  IZMANTOT IEPRIEKŠ MĀCĪTĀS
ATRISINI… ZINĀŠANAS, LIKUMU VAI METODI
JAUNĀ SITUĀCIJĀ, PROBLĒMU
  RISINĀŠANĀ

 
2.IZPRATNE
 
IZSKAIDRO,
  SECINĀT UN PARĀDĪT, KA MĀCĪTĀ INFORMĀCIJA IR
APRAKSTI…
SAPRASTA
 
 
1.ZINĀŠANAS
 
 
ATCERIES
,  
DEFINĒ…. ATCERĒTIES, ATPAZĪT UN UZTVERT KONKRĒTU
INFORMĀCIJU
http://www.liis.lv/bluma/jomas/ivo/kognitiva.htm

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)

http://www.creativelearningcentre.com/Products/Learning-Style-Analysis/Pyramid-
Model.html