本文主要讲述的是创造合适学生学习的体验，考生必须运用他们对发展理论的理解来创造合适的学生学习体验。了解学生在认知、语言学和其他教育领域的发展差异，将使教育者能够帮助处理与发展相关的问题。一个有助于创造更好的学生体验的发展理论是Viktor Lowefield方法(Saunders, 1960)。通过这种方法，可以确定儿童艺术发展的六个阶段。在每一种状态下，学习课程都可以因材施教。在舞台上学习可以帮助学生不容易沮丧。本篇曼彻斯特论文代写文章由英国论文人EducationRen教育网整理，供大家参考阅读。
Candidates must use their understanding of developmental theories in order to create appropriate student learning experiences. An understanding of how students develop differently across cognitive, linguistics and other educational areas would empower educators to help handle their development related concerns. A developmental theory that would be helpful in creating better student experiences is the Viktor Lowefield method (Saunders, 1960). In this method, six stages of artistic development of children can be identified. At each of this state, the learning curriculum could be developed according to their aptitude. Learning within the stage would help students to not get frustrated easily.
For instance, for a student in the scribble stage, it would be appropriate to introduce activity where the student would be able to just scribble randomly. There is no challenge to the student here and the student is not forced to learning anything for marks, rather the emphasis is on allowing them to understand the writing and drawing environment. Similarly, there are pre-schematic stages, schematic stages, the dawning realism stage, the pseudo naturalistic stage and the decision stage. Every stage has some critical opportunities for creating learning challenges and shows the upper limit beyond which when an instructor pushes a child they could get frustrated. For instance, in the case of the dawning realism stage, the child in this learning stage is already critical of their work and there is more overlapping in spatial relationships as the child draws. If instructor emphasizes on more spatial overlapping drawing effects in earlier stages, the student would feel pushed.
Therefore, lessons must be planned accordingly. When designing lessons for the students, the instructor is often tasked with handling different students with different levels of comprehension and execution of the lessons. This could be because of differences in learning styles. The earning styles theory suggests that some student would be better aural learners and some could be better visual earners. Based on their learning style, students could be differentiated into aural, visual, kinesthetic and cognitive learners (Akkoyunlu, & Yilmaz-Soylu, 2008). Each of the learners would be able to balance between other learning styles, too. However, instructors should be able to identify those learners who are not able to balance thus. Differentiated instructions would help here, as teachers would be able to help the student learn the subject, but with some different learning plan.