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TO KNOW LEARNERS (NEEDS (INCLUDES (LEARNING (GAP (TARGET, PRESENT), STYLE,…
TO KNOW LEARNERS
NEEDS
INFUENCE
LEARNING
INCLUDES
LEARNING
STYLE
PAST EXPERIENCE
GAP
TARGET
PRESENT
EXPECTATION
AUTONOMY
TIME
FUTURE PROFESSIONAL
EMPOLYMENT
TRAINING
EDUCATION
PERSONAL
AGE
GENDER
CULTURA
INTERESTS
EDUCATION
NOTIVATION
IMPLICATIONS
HOW
PERSONAL
MATERIALS
TOPICS
PACE
ACTIVITIES
INDIVIDUAL TREAMENT
SKILLS
INTERACTION PATTENS
FEEDBACK TYPE
LEARNING
LEARNING
MATERIALS
TOPICS
ACTIVITS
TEACHING APPROACH
LANGUAGE
LEVEL
SKILL
STRATEGE
WORK LOAD
CHARACTERISTICS
WHAT
DIFFERENCES
INFLUENCE
HOW
LEARN
RESPOND
SUCCESSFUL
ATTITUDE
INCLUDE
MOTIVATION
PERSONAITY
ANGUAGE LEVE
MATURITY
GROW UP
PHYSICALLY
MENTALL
EMMOTIONALLY
CONVENTRATION
CHILDREN
SHORT
NEED TO MOVE
ADULTS
LONG
KEEP STILL
TEENANGERS
LONGER
NEED MOVE
LEARNING STYLE
CHILDREN
EXPERIENCE
MEANING
TEENAGERS
BEGIN
ABSTRACT
MEANING
FORM (INCREASING)
ADULTS
ABSTRACT
FORM
MEANING
SELF CONTROL & PLAN
CHILDREN
UNABLE
TEENAGERS
BEGIN
ADULTS
USUALLY ABLE
TAKING RISK
CHILDREN
NOT AFRAID
TEENAGER
WORRY
OTHER'S OPINION
ADULTS
UNWILLING
LIFE EXPERIENCE
CHILDREN
LIMITED
TEENAGERS
INCREASING
ADULTS
HAVE
LEARNING STYLE
VISUAL
AUDITORY
KINAESTHETIC
BOYD
GROUP
REFETIVE
NEED TIME
IMPUSIVE
LEARNING STRATEGIES
WAYS
IDENTIFY
NEED
PROCESS
COMMUNICATE
GENERAL
REPEATING
TAKING RISKS
GUESSING MEANINGS
ASKING FOR FEEDBACK
COMMUNICATE
ASK FOR REPEATE
SELF-RECORD
IDENTIFY NEEDES
INTRERVAL LEARNLING
PARAPHRASING
LEARNING EXPERIENCE
LEARNERS
LIKE CHANGES
WANT
SAME WAY
TEACHERS
EXPLAIN
PROBLEMS
CHANGE
TEACHING
FIT LEARNERS
IMPLICATION
STRATEGES
NO BEST
PERSONALIZED
RELAVANTE
ADULTS
TEANAGERS
TEACHING
NO PARTICULAR WAY
NO PARTICULAR WAY
TRAIN
AWARNESS
STRATEGES
BIG CLASS
VARIFY
TEACHING SYTLE
MATCH
A RANGE OF EARNERS
HOW TO
ASK
OBSERVE
QUESTIONARES
WHAT
LIKE ACTIVITY?
WHY
WHAT WAYS
CHARACTERS
NOT FIX