NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

Constantin Petrovici,Tudor Stanciu

doi:10.12955/cbup.v5.1020

Abstract

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning style.

Highlights

Neuro linguistic programming is exploring how we communicate, think and produce changes. This type of exploration enhances skills related to learning, communication, confidence, motivation, and one’s personal level of success. This paradigm was created around 1976 by Richard Bandler and John Grinder who set out to discover the structure of human excellence (Grinder, 1976)
The main foundations of neuro linguistic programming come from a collection of theories and practices such as Albert Bandura's social-cognitive learning theory (Bandura, 1986), a theory of thought belonging to Gregory Bateson (Bateson, 1972) on the logical levels of learning and a unified field theory, the theory of Miller, Galanter & Pribram (Miller, 1960) on the final orientation of human actions, Noam Chomsky’s transformational grammar (Chomsky, 1965), the concept of "time binding" by Alfred Korzybski (Korzybski, 1933), Glasersfeld's radical constructivism (Glasersfeld, 1996), William James’ theory (James, 1950) concerning sensory representations as foundations for the theory of information processing and the fundamental orientation of human action towards goals (Miller, 1960)
Students with a kinaesthetic dominance write on the blackboard the schemes proposed by the teacher, which are useful in problem solving and students with a visual dominance observe these schemes, while students with a listening dominance remark ideas related to the same schemes, and interpret the previous scheme to be read as follows: for the first position of castle 1 we can form seven distinct positions for castle 2, which correspond to six different positions of castle 3 and so on

Summary

Introduction

Neuro linguistic programming is exploring how we communicate, think and produce changes. The researchers noted that language (both its discursive level, through which we address others, and its inner form, which is a comprehensive summary of all our experiences) is the support of communication and highlights that thinking patterns determine how we react in a certain context, depending on the culture to which we belong, the education offered in the family and in school They revealed the following types: with visual dominance – prefers visual information: graphs, tables, figures, charts and other graphical representations of what is exposed through words; with listening dominance – prefers heard information: lectures, audio tapes, discussions; and with kinaesthetic dominance - prefers exercise and practical connection to reality through experience, examples or simulation. It should be noted that each of us has a unique perceptual style, consisting of a combination of preferences: visual, auditory, and kinaesthetic (VAKOG) (Stanciu, 2012)

VAKOG and Learning

Findings

Conclusion