Teaching Hearing Difficulty Learners by Using Computer

grow in completeness and truth. The experience later will help the learners to be more reflective in deeply understanding what they have learned. Based on the condition above, the key teaching element of reflection – memory, understanding, imagination, and feelings – is used to grasp the essential meaning and value of what is being studied, discover its relationship to other facets of human knowledge and activity, and appreciate its implications in the continuing search for truth. Teachers only lay the foundations for learning how to learn by engaging students in skills and techniques of reflection. The element of action helps teachers compel learners to move beyond knowledge to action. Teachers provide opportunities that will challenge the imagination and exercise the will of the learners to choose the best possible course of action from what they have learned. It can be a new way of thinking, a new way of feeling, or a desire literally to do something differently. For young learners with hearing difficulty, action element can be see through their attitude and physical responses since they have a limitation in expressing their feeling. After conducting the action, teachers should assess learners’ growth in mind, heart, and spirit. Observant teachers will perceive indications of growth or lack of growth in class discussions and students generosity in response to common needs much more frequently. The relation of the five key teaching elements is shown as below. Figure 2.6 The Ignatian Pedagogical Paradigm as adopted from http:www.hnaylor.netdocsChapter201820Ignatian20Pedagogy.html By applying Ignatian pedagogical paradigm, teachers become able to enrich the content and structure of what they are teaching. It gives teachers additional means of encouraging learner initiative, allows them to expect more of learners, and motivate the learners. Ignatian Pedagogical paradigm also personalizes learning. It asks learners to reflect upon the meaning and significance of what they are studying. It attempts to motivate students by involving them as critical active participants in the teaching-learning process. Moreover, it stresses the social dimension of both learning and teaching. It encourages close cooperation and mutual sharing of experiences and reflective dialogue not only between teachers and learners but also among learners. It relates student learning