Understanding my son's learning style has helped me understand him better and assisted me in reenforcing skills he needs to succeed in school.

June Griswold, a classroom teacher for 16 years, shared her research into the ways children learn with me. She believes that identifying learning styles and adapting lessons can motivate students and eliminate unfair labeling -- learning differences do not necessarily translate into learning disabilities.

June recommends two books as references -- "Awakening Your Child's Natural Genius" and "In Their Own Way", both by Thomas Armstrong. She groups learning styles into four, major categories -- spatial visual, kinetic or movement, language-oriented, and logical/analytical. Children can use a mixture of learning styles or be dominant in one. A child with diverse learning styles is usually a more flexible learner.

See if you can recognize your own child's style(s) from the following descriptions. Then adapt summer forays into learning, accommodating individual style. Share helpful information with your child's teacher when school starts. Remember all children work well with hands-on activities and manipulatives.

• SPATIAL VISUAL LEARNER -- Needs and likes to visualize things; learns through images; enjoys art and drawing; reads maps, charts and diagrams well; fascinated with machines and inventions; plays with legos; likes mazes and puzzles. Often accused of being a daydreamer in class. MOTIVATING TIPS -- Use board games and memory devices to create visual patterns. In reading suggest visual clues. Offer picture books of all types; when reading chapter books together, encourage visualization of story and scenes at intervals. Promote writing via colored pens, computer or drawing.
• KINETIC LEARNER -- Processes knowledge through physical sensations; highly active, not able to sit still long; communicates with body language and gestures. Shows you rather than tells you; needs to touch and feel world; good at mimicking others; likes scary amusement rides; naturally athletic and enjoys sports. Often labeled with attention deficient disorder. MOTIVATING TIPS -- Physical action is the key ingredient to stimulating this student. While reading, let child chew gum, walk around, rock or ride stationary bicycle. Use numerous hands-on activities and experiments, art projects, nature walks or acting out stories.
• LANGUAGE-ORIENTED LEARNER -- Thinks in words, verbalizes concepts; spins tales and jokes; spells words accurately and easily. Can be a good reader or prefer the spoken word more; has excellent memory for names, dates and trivia; likes word games; enjoys using tape recorders and often musically talented. MOTIVATING TIPS -- Encourage creation of own word problems. Have child dictate a story to you and watch while you write it or type it out on a word processor -- then child can share it with you. Read aloud together and tape session for later playback. Consider purchasing some book/tape selections.
• LOGICAL LEARNER -- Thinks conceptually, likes to explore patterns and relationships; enjoys puzzles and seeing how things work; constantly questions and wonders; capable of highly abstract forms of logical thinking at early age; computes math problems quickly in head; enjoys strategy games, computers and experiments with purpose; creates own designs to build with blocks/legos. MOTIVATING TIPS -- Do science experiments together and have child record results; use computer learning games and word puzzles. Offer context clues as a reading aid. Introduce non-fiction and rhyming books. When reading fiction, discuss relation of story to real-life situations and people.

While everyone can learn, we all learn in different ways. To help you better understand yourself as a teacher as well as understand your children/students, we have gathered some information about Learning Styles that will highlight the ways in which you and your students receive & process information. We hope that by reading this information you will be able to develop strategies which will enhance your learning potential.

 

The visual learner remembers 75% of what they read or see.

•  Demonstrations from the blackboard, diagrams, graphs and charts are all valuable tools for the visual learner.

•  Generally, analytic visual learners will process the printed word before iconic (pictorial) information.

•  Generally, global visual learners will process iconic (pictorial) information before reading the printed text.

Learning Strengths of the Visual Learner
• Remembers what they read and write. •  Enjoys visual projects and presentations. •  Can remember diagrams, charts, maps well. •  Understands information best when they SEE it.

 

Teaching Strategies for the Visual Learner

•  Provide lots of interesting visual material in a variety of formats.

•  Make sure visual presentations are well-organized.

•  During lessons, ensure auditory learners are in a position to hear well.

•  Make handouts and all other written work as visually appealing as possible, and easily read.

•  Make full use of a variety of technologies: computer, OHP, video camera, live video feeds/close circuit TV, photography, internet, etc.

Activity Suggestions for the Visual Learner
Diagrams	Illustrations
Graphs	Displays
Photographs	Cartoons
Colouring books	Slide Shows/Power Point
Posters	Movies
Collages	OHP transparencies
TV shows	Written reports
Games	Flash cards
Writing	Crossword & word find puzzles
Newspapers	Letters
Recipes	Bulletin boards
Magazines	Workbooks
Reading	Info Wheels
Books	Flip-gate quizzes
Turnstars	Charts
Maps

Visual Learner Traits

•   Prefers to see words written down

•   When something is being described, the visual learner also prefers to have a picture to view.

•    Prefers a time-line or some other similar diagram to remember historical events.

•    Prefers written instructions rather than verbal instructions.

•    Observes all the physical elements in a classroom.

•    Carefully organizes their learning materials.

•    Enjoys decorating their learning areas.

•    Prefers photographs and illustrations with printed content.

•    Remembers and understands through the use of diagrams, charts and maps.

•    Appreciates presentations using OHP transparencies or handouts.

•    Studies materials by reading notes and organizing it in outline form

•   Enjoys visual art activities

The auditory learner MUST HEAR things for them to have the best chance of learning.

•   Only 30% of the general school-age population is auditory.

•   Generally, the auditory learner will remember 75% of what they hear in a lecture.

•   Using the auditory modality is the most difficult way to learn new material.

Learning Strengths of the Auditory Learner
•   Remembers what they hear and say. •   Enjoys classroom and small-group discussion. •   Can remember oral instructions well. •   Understands information best when they HEAR it.

Learning Strategies for the Auditory Learner

•   Study with a friend so you can talk about the information and HEAR it, too.

•   Recite out loud the information you want to remember several times.

•   Ask your teacher if you can submit some work (if appropriate) as an oral presentation, or on audio tape.

•   Make your own tapes of important points you want to remember and listen to it repeatedly. This is especially useful for learning material for tests.

•   When reading, skim through and look at the pictures, chapter titles, and other clues and say out loud what you think this book could be about.

•   Make flashcards for various material you want to learn and use them repeatedly, reading them out loud. Use different colours to aid your memory.

•   Set a goal for your assignments and verbalise them. Say your goals out loud each time you begin work on that particular assignment.

•   Read out loud when possible. You need to HEAR the words as you read them to understand them well.

•   When doing maths calculations, use grid paper to help you set your sums out correctly and in their correct columns.

•   Use different colours and pictures in your notes, exercise books, etc. This will help you remember them.

Teaching Strategies for the Auditory Learner

•   Re-phrase points, questions. Vary speed, volume, pitch, as appropriate, to help create interesting aural textures.

•   Write down key points or key words to help avoid confusion due to pronunciation.

•   During lessons, ensure auditory learners are in a position to hear well.

•   Incorporate multimedia applications utilizing sounds, music, or speech (use tape recorders, computer sound cards/recording applications, musical instruments, etc.).

Activity Suggestions for the Auditory Learner
Oral report or presentation	Musical performance
Teach the class or a group	Puppet show
Panel discussion	TV/radio show
Debate	Verbal games
Tape recordings	Show and tell/current events
Songs	Peer tutoring
Raps	Oral presentations
Poems	Demonstrations
Oral recitation

Auditory Learner Traits

•  Remembers what they say and what others say very well.

•  Remembers best through verbal repetition and by saying things aloud.

•  Prefers to discuss ideas they do not immediately understand.

•  Remembers verbal instructions well.

•  Enjoys the opportunities to present dramatically, including the use of music.

•  Finds it difficult to work quietly for long periods of time.

•  Easily distracted by noise, but also easily distracted by silence.

•  Verbally expresses interest and enthusiasm.

•  Enjoys class and group discussions.

The tactile-kinesthetic learner must DO things for them to have the best chance of learning.

•  The tactile-kinesthetic learner remembers best the things they experience.

•   Kinesthetic learning involves use of the whole body rather than just hands-on.

•  Getting information from written materials or by listening is not as easy as aforementioned methods.

Learning Strengths of the TACTILE-KINESTHETIC Learner
• Remembers what they DO, what they experience with their hands or bodies (movement and touch). •  Enjoys using tools or lessons which involve active/practical participation. •  Can remember how to do things after they've done them once (motor memory). •  Have good motor coordination.

Learning Strategies for the Tactile-Kinesthetic Learner

•  To memorise, pace or walk around while reciting to yourself or using flashcards or notes.

•  When reading a short story or chapter in a book, try a whole-to-part approach. This means you should first scan the pictures, then read headings, then read the first and last paragraphs and try to get a feel for the book. You could also try skim-reading the chapter or short story backwards, paragraph-by-paragraph.

•  If you need to fidget, try doing so in a way which will not disturb others or endager yourself or others. Try jiggling your legs or feet, try hand/finger exercises, or handle a koosh ball, tennis ball or something similar.

•  You might not study best while at a desk. Try lying on your stomach or back. Try studying while sitting in a comfortable lounge chair or on cushions or a bean bag.

•  Studying with music in the background might suit you (baroque music is best - as opposed to heavily rhythm-based music).

•  Use coloured contruction paper to cover your desk or even decorate your area. Choose your favourite colour as this will help you focus. This technique is called colour grounding .

•  Try reading through coloured transparencies to help focus your attention. Try a variety of colours to see which colours work best.

•  While studying, take frequent breaks, but be sure to settle back down to work quickly. A reasonable schedule would be 15-25 minutes of study, 3-5 minutes of break time.

•  When trying to memorise information, try closing your eyes and writing the information in the air or on a surface with your finger. Try to picture the words in your head as you are doing this. Try to hear the words in your head, too.

Later, when you try to remember this information, close your eyes and try to see it with your mind's eye and to hear it in your head.

•  When learning new information, make task cards, flashcards, electro-boards, card games, floor games, etc. This will help you process the information.

•  Encourage tactile-kinesthetic students to write down their own notes.

•  Encourage tactile-kinesthetic students to stand or move while reciting information or learning new material.

•  Incorporate multimedia resources (computer, video camera, OHP transparencies, photography camera, etc.) into programmes (teacher presentations and student presentations).

•  Provide lots of tactile-kinesthetic activities in the class.

Activity Suggestions for the Tactile-Kinesthetic Learner

Kinesthetic Activities	Tactile Activities
Surveys	Modelling
Demonstrations	Scrapbooks
Dance	Colouring books
Products	Artistic creations
Body games	Dioramas
Rocking and reading	Needlework
Make a video show	Posters
Field trips	Task cards
Dress as characters	Electroboards
Role-play/interviews	Blackboard/whiteboard activities
Charades	Sandpaper/felt letters
Pantomimes	Games
Plays	Calculators
Projects	Puzzles
Walking and reading	Collections
Puppet shows	Workbooks
Musical performances	Sculptures/Collages
Science labs	Mobiles
Cut-and-paste tasks	Displays

•  Remembers best through getting physically involved in whatever is being learnt.

•  Enjoys acting out a situation relevant to the study topic.

•  Enjoys making and creating.

•  Enjoys the opportunities to build and physically handle learning materials.

•  Will take notes to keep busy but will not often use them.

•  Enjoys using computers.

•  Physically expresses interest and enthusiasm by getting active and excited.

•  Has trouble staying still or in one place for a long time.

•  Enjoys hands-on activities.

•  Tends to want to fiddle with small objects while listening or working.

•  Tends to want to eat snacks while studying.

Tend to make decisions based on emotions and intuition. Prefer working in an informal, less structured, more flexible environment. Tend to be spontaneous and like spontenaiety. Enjoy doing several things at once. Learn best when information is presented with humour or emoiton, a short anecdote. Speak with many gestures. Tend to learn the general idea first, then look at the details. Can work well with distractions. Tend to take frequent breaks. Tend to need lessons which are interesting to them on a personal level. Discover well through group learning (small group techniques). Need written and tactile involvement. Respond well to pictures. Are said to have right-brain dominance (Roger Sperry).

Will tend to say things like: Why are we doing this? Can I do it later? I need a break. I can't work when it's quiet. Can I work with another student or group of students ?

 

The term "learning style" refers to the context in which we learn best.

To learn your learning style take a look at the statements below. Mark each true or false....this will give you an idea of the context in which you learn best.

1. I like quiet when I'm working.
2. I work best when there's a little noise in the classroom.
3. I prefer rock music in the background when I study.
4. Music of any kind makes it difficult for me to work.
5. I can study when people are talking.
6. I prefer bright light when I'm studying.
7. I learn best in the morning.
8. I learn best in the afternoon.
9. I learn best late at night.
10. I like to study while sitting in a comfortable chair.
11. I like to study at a desk.
12. I prefer to work with the teacher as a team.
13. I learn best when I work alone.
14. I need specific rules and directions about what I should do.
15. I prefer to work with the entire class.
16. I prefer to work with in a small group.
17. I prefer to work with individual students.
18. I need a lot of praise to complete a task.
19. I have difficulty starting assignments.
20. I have difficulty finishing assignments.

Your true statements will give you an idea of the context in which you learn best. This is YOUR unique learning style.

The Dunn and Dunn Model has a great deal of history and research behind it. It was developed by Dr. RitaDunn in 1967 and since that time research has been conducted at more than 90 institutions of highter education. The model traces its roots to two distinct learning theories: Cognitive Style Theory and Brain Lateralization Theory.

Cognitive Style Theory is bases on the idea that individuals process information differently on the basis of either learned or inherent traits. Brain Lateralization Theory is based on the idea that the two hemispheres of the brain have different functions: left brain=verbal-squential abilities and right brain=emotions-spacial holistic processing.

The model incorporates certain premises.

• Everyone has strengths, but different people have different strengths.
  
• Most individuals can learn.
  
• Instructional environments, resources, and approaches respond to diversified strengths.
  
• Individual instructional preferences exist and can be measured reliably.
  
• Given responsive environments, students attain statistically higher achievement and aptitude test scores in matched, rather than mismatched treatments.
  
• Most teachers can learn to use learning styles as a cornerstone of their instruction.
  
• Many students can learn to capitalize on their learning style strengths.

Definition

"Learning Style is the way in which each learner begins to concentrate on, process, and retain new and difficult information."(Dunn)

"...a biologically and developmentally imposed set of personal characteristics that make the same teaching method effective for some students and ineffective for others,..." (Dunn, Beaudry, and Klavas, 1989)

Dr. Rita Dunn is professor in the Division of Administration and Instructional Leadership and Director of the Center for the study of Learning and Teaching Styles, St. John's University, New York. Among honors, and awards bestowed on Dr. Dunn have been: New York University Research Scholarship Award (1967); National Academy of education Research Management Scholarship (1979); "College Teacher of the Year" (1980); Ohio State University's Research Professorship (1982); ASCD's "Outstanding Consultant of the Year" (1982); American Association of School Administrators' "Distinquished Lecturer" (1985); St. John's University's Outstanding Faculty Achievement Gold Medal (1985); Hunter College Hall of Fame (1988); St. John's University's Merit Award (1989, 1990, 1991, 1993, 1994); and the Mensa Education and Research Foundation Award for Excellence in Research (1992).

Research shows:

• When children come to school they are basically parent/adult motivated.
  
• Most children are kinesthetic and become more tactual in or about the first grade.
  
• Auditory skills develop about the second grade.
  
• Visual skills develop about the third grade.
  
• Thirty years ago students were moved toward being peer motivated by the 7th grade. Studies show that students today move toward being peer motivated by 3rd or 4th grade.
  By 9th or 10th grade students move toward being self-motivated.
  
• Seventy percent of children in grades 5-12 have trouble with convential classroom design.
  
• Younger children (K-6) need more structure than older students.
  
• Under achievers tend to remain peer motivated even into their late teens.
  
• Time of day preference changes over time: 28 % of k-2 are morning learners in comparision to 30 % of middle grade students, 40 % of high school students, and 55 % of adults.
  

Children whose primary learning modality is AUDITORY may hum or talk to themselves frequently. They can sing well. They like poems, and learn best when you give them verbal instructions. The auditory learner likes listening to records and stories, and can give answers more easily by talking than by writing.

Children whose primary learning modality is KINESTHETIC like to feel or touch everything they walk past or stand near. They nudge friends, take gadgets apart, and love to play with clay, dance, and work on art projects. These children may be particularly good at sports, and can spend all day on the monkey bars, parallel bars, and swings on the playground. Kinesthetic learners sometimes don't want to listen or read directions and they sometimes have difficulties sitting in seats for even short periods of time.

Children whose primary learning modality is VISUAL will enjoy books and pictures. They notice that you have a loose or missing button. They remember how things look and can describe them in detail. They particularly enjoy movies, may copy perfectly from other students' work and are very concerned about both their personal appearance and the appearance of their written or artistic work.

IMPACT OF LEARNING MODALITY
What impact does visual teaching have on a student whose primary learning modality is haptic or tactile? You guessed it.....the message doesn't get through. How can we make sure the message gets through? By finding the particular task that give the child trouble---once the "trouble spot" is found you can choose another sense to teach the same topic. And THEN the child really begins to learn.

PROBLEM SPOTTING IN MODALITIES

Careful observation can tell you which students may be having trouble learning in a certain modality.

Students who have difficulty with visual learning may confuse letters or words that look similar. They may reverse or invert letters. They may write a "p" as "q", or write an "m" as "w." The student may also have trouble remembering how pictures or rooms look, and may have difficulty judging distances. Another indicator of visual difficulties is poor performance in activities that require reading instructions. Students who have difficulty with auditory learning will perform poorly to spoken directions. They may have speech difficulties and poor vocabulary. The students may not be able to recognize rhyming words or distinguish between long and short vowel sounds. Their reading comprehension may test below grade level. They may even be unable to hum a simple melody correctly.

Children with Kinesthetic or motor difficulties will have a hard time imitating gestures. They're likely to have poor balance and coordination. They usually do poorly with pencil-paper tasks. They have trouble staying within lines when coloring, and they can't keep time to music while marching or skipping.

The Visual/ Verbal Learning Style
You learn best when information is presented visually and in a written language format. In a classroom setting, you benefit from instructors who use the blackboard (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. You often see information "in your mind's eye" when you are trying to remember something.

Learning Strategies for the Visual/ Verbal Learner:
To aid recall, make use of "color coding" when studying new information in your textbook or notes. Using highlighter pens, highlight different kinds of information in contrasting colors.

Write out sentences and phrases that summarize key information obtained from your textbook and lecture.

Make flashcards of vocabulary words and concepts that need to be memorized. Use highlighter pens to emphasize key points on the cards. Limit the amount of information per card so your mind can take a mental "picture" of the information.

When learning information presented in diagrams or illustrations, write out explanations for the information.

When learning mathematical or technical information, write out in sentences and key phrases your understanding of the material. When a problem involves a sequence of steps, write out in detail how to do each step.

Make use of computer word processing. Copy key information from your notes and textbook into a computer. Use the print-outs for visual review.

Before an exam, make yourself visual reminders of information that must be memorized. Make "stick it" notes containing key words and concepts and place them in highly visible places --on your mirror, notebook, car dashboard, etc..

The Visual/ Nonverbal Learning Style
You learn best when information is presented visually and in a picture or design format. In a classroom setting, you benefit from instructors who use visual aids such as film, video, maps and charts. You benefit from information obtained from the pictures and diagrams in textbooks. You tend to like to work in a quiet room and may not like to work in study groups. When trying to remember something, you can often visualize a picture of it in your mind. You may have an artistic side that enjoys activities ha ving to do with visual art and design.

Learning Strategies for the Visual/ Nonverbal Learner:
Make flashcards of key information that needs to be memorized. Draw symbols and pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and pictures on the flashcards. Limit the amount of information per card, so your mind can take a mental "picture' of the information.

Mark up the margins of your textbook with key words, symbols, and diagrams that help you remember the text. Use highlighter pens of contrasting colors to "color code" the information.

When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.

Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts.

Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize m aterial that needs to be learned.

As much as possible, translate words and ideas into symbols, pictures, and diagrams.

The Tactile/ Kinesthetic Learning Style
You learn best when physically engaged in a "hands on" activity. In the classroom, you benefit from a lab setting where you can man ipulate materials to learn new information. You learn best when you can be physically active in the learning environment. You benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside t he classroom.

Strategies for the Tactile/ Kinesthetic Learner:
To help you stay focused on class lecture, sit near the front of the room and take notes throughout the class period. Don't worry about correct spelling or writing in complete sentences. Jot down key words and draw pictures or make charts to help you reme mber the information you are hearing.

When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud.

Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, hi storical site, or job site) to gain first-hand experience of your subject matter.

To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards on a table top to represent the correct sequence. Put words, symbols, or pictures on your flashcards -- anything that helps you remember the information. Use highlighter pens in contrasting colors to emphasize important points. Limit the amount of information per card to aid recall. Practice putting the cards in order until the sequence becomes automatic.

When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface.

Make use of the computer to reinforce learning through the sense of touch. Using word processing software, copy essential information from your notes and textbook. Use graphics, tables, and spreadsheets to further organize material that must be learned.

Listen to audio tapes on a Walkman tape player while exercising. Make your own tapes containing important course information.

The Auditory/ Verbal Learning Style
You learn best when information is presented auditory in an oral language format. In a classroom setting, you benefit from listening to lecture and participating in group discussions. You also benefit from obtaining information from audio tape. When trying to remember something, you can often "hear" the way someone told you the information, or the way you previously repeated it out loud. You learn best when interacting with others in a listening/speaking exchange .

Strategies for the Auditory/ Verbal Learner:
Join a study group to assist you in learning course material. Or, work with a "study buddy" on an ongoing basis to review key information and prepare for exams.

When studying by yourself, talk out loud to aid recall. Get yourself in a room where you won't be bothering anyone and read your notes and textbook out loud.

Tape record your lectures. Use the 'pause' button to avoid taping irrelevant information. Use a tape recorder equipped with a 3-digit counter. At the beginning of each lecture, set your counter to '000.' If a concept discussed during lecture seems particu larly confusing, glance at the counter number and jot it down in your notes. Later, you can fast forward to that number to review the material that confused you during lecture. Making use of a counter and pause button while tape recording allows you to av oid the tedious task of having to listen to hours and hours of lecture tape.

Use audio tapes such as commercial books on tape to aid recall. Or, create your own audio tapes by reading notes and textbook information into a tape recorder. When preparing for an exam, review the tapes on your car tape player or on a "Walkman" player w henever you can.

When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner. To learn a sequence of ste ps, write them out in sentence form and read them out loud.

• Reading, writing, lectures and journals are how this student learns best.
• They are able to take abstract ideas from books and lectures and process them.
• Your symbolic / abstract learner probably likes to learn on her own.
• She would rather read about it than do an experiment about it.

This type of learner is what was always thought of as the "good" learner, but now we know that it is only one type of learning. "Good" learners can be of any style.

Hints on How to Teach a Symbolic / Abstract Learner

• These learners enjoy textbooks, and they often read them for fun.
• After learning to read, the best way to teach a symbolic / abstract learner is to let her teach herself.
• Expose her to all levels and types of books.

Opposites

• Weak Symbolic / Abstract learners need more than a textbook.
• Reading a lesson is never enough for them to learn it.
• They do not learn math by looking at the example problems.

 

 

Kinesthetic: Kinesthetic means movement.

• The kinesthetic child moves constantly.
• They wants to touch everything.
• Their energy level is often very high.
• They have a hard time being still, and they often can not concentrate while still.
• A kinesthetic person has to move around to think.
• This child will learn by doing.
• Nothing will make sense until they have learned it with their hands.
• They are often very coordinated and good in sports.
• You may be surprised if your child is kinesthetic and will not sit still for a short story, but will spend several hours finger-painting.
• He can look at parts of a object and assemble them without any directions.

Hints on How to Teach a Kinesthetic Learner

• Instead of paper and pencil projects, use manipulatives. At the early age, use plastic numbers and letters for them to learn. Later on, they can use these to spell words and add.
• Experiments are a must.
• They need to be an active participant in the lesson.
• Let them move around while they think things out or study.
• If you want to teach them a story, first act it out as a drama with dolls and have her play different parts. He will have processed the story first, then will be ready to listen to it or read it.
• If they do need to sit still, take frequent breaks where they can run and play.

Opposites

• Weak kinesthetic learners are often clumsy.
• They can not easily manipulate things with their hands.
• They can be rather uncoordinated and do not enjoy dancing.
• A weak Kinesthetic learner has a hard time imitating gestures and movements.

 

 

Auditory: The auditory learner learns by listening.

• Their reasoning ability is in tune with patterned sounds.
• They are often good singers or musicians, and can easily hear the different musical notes.
• An auditory learner often hums or sings to themselves while doing another activity.
• They would rather hear a poem with rhythm than free-verse.
• The auditory learner often remembers names but forgets faces.
• They are easily distracted by noise and need to work where it is relatively quiet.

Hints on How to Teach an Auditory Learner

• Tell them what to do, even if the instructions are written. The auditory learners will need verbal instructions because the written instructions may make no sense to them.
• If they need to read a passage in a book, talk about it afterwards.
• If your child is an auditory learner, she will need the dialogues and discussions to process the information.
• Talk about what they are learning often.
• Unabridged (complete) books on tape may be a good avenue if they are poor readers. Do not look at it as cheating if they listen to books rather than read them; instead look at it as using their strengths.
• Keep their study area quiet so the noise will not distract them.
• Have them read their notes onto a tape and replay it for themselves.
• Phonics may be a good way to teach them to read because they need to "hear" the words in their mind to understand them.

Opposites

• Weak auditory learners do not follow verbal teaching or directions.
• They often forget things that are said.
• The child weak in auditory learning can not understand or make sense of a lecture.
• They are bad with names and do not remember song lyrics or melodies.
• Their vocabulary is not strong and they often confuse words that sound similar.

 

 

Visual: A Visual learner must see things to learn them.

• If your child is a visual learner, he wants to see pictures and diagrams of what he is learning.
• They love books, especially picture books.
• A visual child learns best by watching someone do something. This style is very prevalent with the Native Americans in Alaska where teaching is often taught by silently watching someone.
• Your visual child needs to "see" an example first.
• They often remember how things look long after they have seen it.
• A visual learner will often study by looking at a page and remembering the placement of things on the page.
• They can be artistic drawers and painters and have a great sense of color.
• They often have vivid imaginations.
• They process information by making pictures in their mind.
• They often have trouble with verbal lectures and directions, and they misinterpret spoken words.

Hints on How to Teach a Visual Learner

• The visual learner needs to see what you are talking about.
• You can use films, slides, graphics, and illustrations.
• Organize information onto charts.
• Use flashcards.
• Have them write down everything and read it afterwards.
• They love lists!
• You can teach a visual learner to read with site words or the Dolch method. They need to "see" the words in order to understand them.

Opposites

• Weak Visual learners may confuse similar looking words and letters.
• They do not remember what things look like, even people.
• They are not good judges of length and distance.

Bodily/Kinesthetic Intelligence

• Attributes
  • Learn through whole body
  • Not just head or seat
  • Athletes, dancers, actors
  • Ability to control all or parts of one's body
  • Massage therapists
  • Fidgety students
• Learning
  • Full-body activities
  • Acting out or modeling concepts
  • Role plays and simulations
  • Body awareness, ergonomics

Spatial Intelligence

• Attributes
  • Visual intelligence
  • Artists, architects, builders
  • Color and line
  • Visual orderliness
  • Chess players and map makers
  • Explorers, astronauts, and web searchers
• Learning
  • Images reinforce concepts
  • Images to communicate complex notions
  • Build models
  • Map processes
  • Multi-media resources
  • Venn Diagrams

Interpersonal Intelligence

• Attributes
  • Politicians, therapists, teachers
  • Understand other people
  • Understand social dynamics
  • Effective interactions
  • Productivity in collaboration
• Learning
  • Learn best with other people
  • Teams or cooperative groups
  • Not in crowded lecture halls
  • Not at isolated terminals

 

Musical Intelligence

• Attributes
  • Musicians
  • Hear music in their heads
  • Whistle while they work
  • Melody and rhythm
  • Sensitivity to noise
• Learning
  • Rhymes, raps, jump rope songs
  • Tunes and ditties
  • Rhythm
  • Mnemonic devices
  • creating music, performing and listening
  • background music

Linguistic Intelligence

• Attributes
  • The verbal intelligence
  • Strong suit in the library
  • Reading, writing, language
  • Books, journals, signs, crossword puzzles
  • Computer text
• Learning
  • Students rarely read instructions
  • Text doesn't guarantee meaningful relationship to the words
  • Writing Across the Curriculum
  • Verbalize about searching

Naturalist Intelligence

• Attributes
  • Newly recognized
  • Identify patterns and classify the world
  • Naturalists, birdwatchers
  • Hunters, farmers, biologists
  • Anthropologists
  • Consumers, collectors
  • Kids who love dinosaurs
  • Cataloguers
  • Librarians who are birdwatchers!
• Learning
  • Classify web sites or reference sources
  • Evaluate information sources
  • Create standards for web page design

 

 

Intrapersonal Intelligence

• Attributes
  • Hard to foster in the library
  • Self-knowledge
  • Reflective
  • Internal
  • Spiritual
• Learning
  • Opportunities to reflect
  • Incorporate new learning
  • Work alone
  • May be shy, afraid to speak before groups or ask librarians for help.

Logical/Mathematical Intelligence

• Attributes
  • Numbers, math, science and systems
  • Catalogers and computer programmers
  • Scientists and astrologers
  • Critical thinking
  • Strongly rewarded in our educational system
  • Failing in our schools
• Learning
  • Problem-solving
  • Organizers: matrices, charts, tables
  • Compare and contrast

Emotional Intelligence

• Attributes
  • Not cognitive
  • Underlies all other intelligences
  • Understand and express feelings
  • Manage emotions appropriately
  • Sense other people's feelings and see their perspective
  • Sense emotional tone of groups, events, and communications
  • Enables effective relationships
  • Opens to intimacy
• Learning
  • Enormous power of emotions
  • Emotional content can focus or distract
  • Space needed for expression of feelings

The 21 elements were derived over a period of time and are organized into strands: Environmental, Emotional, Sociological, Physiological, and Psychological. Each strand has several elements that can be assessed using the Learning Style Instrument.

Stimuli Descriptions

Environmental : sound, light, temperature, design

Emotional: motivation, persistence, responsiblity, structure

Sociological: self, pair, peers, team, adult, varied

Physical: perceptual, intake, time, mobility

Psychological: global/analytic, hemisphericity, impulsive/reflective

Body/Kinesthetic	Body smart intelligence is related to physical movement and the knowledge of the body.  It includes the ability to use the body to express emotion, to play games, and to understand and create effective body language.
Interpersonal	People smart intelligence is used in person-to-person relationships.  It includes the ability to communicate with others and to have empathy for their feelings and beliefs.
Intrapersonal	Self smart intelligence is based on knowledge of self.  It includes thinking about thinking, emotional responses, and self reflection.
Logical/Mathematical	Logic smart intelligence deals with inductive and deductive reasoning, numbers and relationships.  It involves the ability to recognize patterns, to work with geometric shapes and make connections between pieces of information.
Musical/Rhythmic	Music smart intelligence includes the ability to recognize patterns in tone, rhythm and beat.  It includes sensitivity to environmental sounds, the human voice and musical instruments.
Naturalistic	Nature smart intelligence has to do with observing, understanding and organizing patterns in the natural environment.  It includes expertise in the recognition and classification of plants, animals, and other natural species.
Verbal/Linguistic	Word smart intelligence relates to words and language.  We use this intelligence in listening, speaking, reading and writing.
Visual/Spatial	Picture smart intelligence includes being able to visualize an object and to create mental images.  It deals with visual arts, navigation, architecture and certain games with picture cues.

Some students can only learn by doing whole-body or real-life experiences. Here are some ideas to implement in your classroom. They learn best by moving large muscles. Games and material work best when self corrective. Kinesthetic activities are naturally motivaing and can be used in pairs, groups, or with adults.

1. Giant diagrams out of masking tape on wall or floor. ( example: keyboard)

2. Huge floor/wall puzzles

3. Large Maps on wall or floor.

4. Round Robin using chart paper posted on wall.

5. Charades

6. Overheads projected on wall so students can move to them for games.

7. Acting

8. Interviewing

9. Pantomining

10. Peer coaching

11. Skits

12. Role Playing

    

 

Kinesthetic Strength

Students who have a kinesthetic strength or preference often do best when they are involved or active. These students often have high energy levels. They think and learn best while moving. They often loose much of what is said during lecture and have problems concentrating when asked to sit and read. These students prefer to do rather than watch or listen. (See How to under resources for more ideas.)

Students who are not kinesthetic rarely get involved in action oreinted activities. They would rather drive than walk. They would prefer not to participate and to watch.

Everyone has their own learning style.  This comes about as a result of our natural preferences and successes.  Information about learning styles will be placed here as we find or develop it.  Eventually, we will include an interactive form to help you determine your learning style.

Learning Styles Form

• Visual Learners

• Auditory Learners

• Kinesthetic Learners

Characteristics of Auditory Learners

Auditory learners learn best by hearing information. They can usually remember information more accurately when it has been explained to them orally. The following characteristics are typical of individuals with strong auditory processing skills:

1. Auditory learners can remember quite accurately details of information they hear during conversations or lectures.

2. They have strong language skills, which include a well-developed vocabulary and an appreciation for words.

3. The strong language skills often lead to strong oral communication skills. They can carry on interesting conversations and can articulate their ideas clearly.

4. Because of a "fine tuned ear," auditory learners may find learning a foreign language to be relatively easy.

5. Auditory learners often have musical talents. They can hear tones, rhythms, and individual notes with their strong auditory skills.

Characteristics of Visual Learners

Visual learners learn best by seeing information. The following characteristics are typical of many individuals with strong visual processing skills:

1. Information presented in pictures, charts, or diagrams is easily remembered.

2. Visual learners have strong visualization skills. They can look up (often up to the left) an "see" the information invisibly written or drawn.

3. Visual learners can make "movies in their minds" of information they are reading. Their movies are often vivid and detailed.

4. Visual-spatial skills such as sizes, shapes, textures, angles, and three-dimensional depths are strong.

5. Visual learners often pay close attention to the body language of others (facial expressions, eyes, stance, etc.)

6. Visual learners have a keen awareness of the aesthetics, the beauty of the physical environment, visual media, or art.

Characteristics of Kinesthetic Learners

Kinesthetic learners learn best by moving their bodies, activating their large or small muscles as they learn. These are the "hands-on learners" or the "doers" who actually concentrate better and learn more easily when movement is involved. The following characteristics are often associated with kinesthetic learners.

1. Kinesthetic learners often wiggle, tap their feet, or move their legs when they sit.

2. Kinesthetic learners were often labeled "hyperactive" as children.

3. Because they learn through movement, kinesthetic learners often do well as performers: athletes, actors, or dancers.

4. Kinesthetic learners work well with their hands. They may be good at repairing work, sculpting, art, or working with various tools.

5. Kinesthetic learners are often well coordinated and have a strong sense of timing and body movement.