Learning Styles

Learning Styles

Learning is reflected in the way we respond to environmental, social, emotional and physical stimuli, to understand new information.

Learning style is defined as the way that information is processed. It focuses on strengths, not weaknesses. There is no right or wrong learning style most children show a preference for one of the following basic learning styles: visual, auditory, kinaesthetic. It is not uncommon to combine the primary and secondary learning styles.

Classically, our learning style is forced upon us through life like this: In grades kindergarten to third, new information is presented to us kinaesthetically; grades 4 to 8 are visually presented; while grades 9 to college and on into the business environment, information is presented to us mostly auditory through the use of lectures.

Knowing your preferred learning style can help you gain and maintain interest in new material.. Only 10 percent of secondary students learn best auditorily, but 80 percent of instructional delivery is auditory.

According to VAK theorists as tutors we need to present information using all three styles. This allows all learners the opportunity to become involved, no matter what their preferred style may be.

You may have found that you use different learning styles in different situations. If you are having difficulty in school you might want to explore the way that information is being presented in school and approach the subject at home using a different learning style.

 

 

learning style 2

 

 

Visual Learners

Visual learners

Visual learners often do well at school because most teachers know how important it is to write /draw on the board.

These learners see things and absorb the information into the minds eye.

For these learners what they see is key.

 

Visual learners have two sub-channels - linguistic and spatial.

Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them.

Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualise faces and places by using their imagination and seldom get lost in new surroundings.

To integrate this style into the learning environment teachers should:

  • Use graphs, charts, illustrations, or other visual aids.
  • Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.
  • Supplement textual information with illustrations whenever possible. / Draw pictures and diagrams to explain points
  • For visual – linguistic write the words on the white board – use bold / draw different colour boxes around the information to highlight points.
  • Include plenty of content in handouts to reread after the learning session.
  • Leave white space in handouts for note-taking.
  • Invite questions to help them stay alert in auditory environments.
  • Post flip charts to show what will come and what has been presented.
  • Emphasise key points to cue when to takes notes.
  • Eliminate potential distractions.
  • Have them draw pictures in the margins.
  • Get the student to look at graphics / read the text that explains the graphics
  • Have the learners envision the topic or have them act out the subject matter.
  • Show a video

Auditory Learners

Auditory learners

Auditory learners will absorb information best when they hear you explain a new concept.

The benefit from listening to a native speaker.

They often do better talking to a peer, recording their voice and listening to what has been said.

Auditory learners often talk to themselves.

They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said.

To integrate this style into the learning environment teachers should:

  • Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of "tell them what they are going to learn, teach them, and tell them what they have learned."
  • Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with you own expertise.
  • Include auditory activities, such as brainstorming, buzz groups. Leave plenty of time to debrief activities. This allows them to make connections of what they leaned and how it applies to their situation.
  • Develop an internal dialogue between yourself and the learners.
  • Help them listen to the words they read.
  • Get the learner to ask themselves a question and them verbally answer it.
  • Have the learners verbalise the questions. Tell them not to be embarrassed to read aloud
  • Encourage the learner to present their notes to someone else, themselves or a fictional group. As long as they are saying the words aloud.

 Kinaesthetic Learners

 KinaestheicKinaesthetic learners can be easily overlooked in the classroom.

Traditional classrooms don't necessarily encourage the students to move about in the middle of class. They tend top lose concentration if there is little or no external stimulation or movement.

 Kinaesthetic learners learn best while touching and moving.

It also has two sub-channels: kinaesthetic (movement) and tactile (touch).

When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use colour highlighters and take notes by drawing pictures, diagrams, or doodling.

To integrate this style into the learning environment teachers should:

  • Use activities that get the learners up and moving.
  • Play music, when appropriate, during activities.
  • Use coloured markers to emphasise key points on flipcharts or white boards.
  • Give frequent stretch breaks (brain breaks).
  • Provide toys to give them something to do with their hands.
  • To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).
  • Provide coloured pens / pencils, highlighters.
  • Encourage the learner to actively mark their notes / text whilst you are explaining.
  • Guide learners through a visualisation of complex tasks.
  • Have them transfer information from the text to another medium such as a keyboard or a tablet.
  • Encourage the learner to take notes, transferring the information they learn to margins in their book, journal or onto a computer.
  • Let them doodle (Careful on this one!)
  • If reading a book ensure the learner holds it rather than just letting it lie on the table.
  • When revising / committing to memory let them walk around.

Not Found

Apologies, but no results were found for the requested archive. Perhaps searching will help find a related post.