Learning Styles

We know some of our students seem to "get" information in one way and others seem to "get" it better in another. Sometimes it feels hopeless for the teacher who wants to reach all her students when faced with the prospect that they learn in different ways. Relax. While there are different learning styles, the good teacher can make sure she touches on them all by routinely presenting materials in a variety of ways, kind of a "broad sweep" approach, knowing that with this strategy she will "hit" on delivery models that work for all students. What is especially helpful, however, is to help students understand how they learn best so they can be strategic learners. As strategic learners, they can ask for presentation of materials in a way that can best be utilized. Remember, variety is the spice of life and essential in a classroom. Too often we teachers tend to teach in a style that is comfortable for us. But we're not about teaching for ourselves. We are here to teach students...and we must do it in the way in which they can learn the best.

Have your students take the survey to help them, and you, determine their learning styles, and then read the characteristics that go with each learning style to see if there is a match. Finally, check out the teaching strategies, tips for strategic learning and materials to use with each style. Be sure you show the students the tips aimed at them so they can be active participants in their own education.

The inventory information was derived from The Tuned In Turned On Book About Learning Problems by Marnell Hayes, Academic Therapy Publications, 1539 Fourth St. San Rafael, CA 1974.

Directions for Administering Surveys

Copy these two surveys. Students will complete this inventory individually. Classrooms teachers will then analyze the inventory to prepare for instruction. Have students fill out List A and List V. The teacher or someone who works closely with the students should read the questions and statements out loud as the students are writing their answers.

*NOTE: This page is best viewed and printed using Netscape Navigator

Name __________________________

Check the items that describe you best. If it doesn't pertain to you, don't check it.

____1. People say you have terrible handwriting.

____2. You don't like silent films, pantomimes, or charades.

____3. You would rather listen to a tape than look at a film.

____4. Your teacher says you leave out words, skip lines, or sometimes get words or letters backwards.

____5. You can spell better out loud than when you have to write a word.

____6. You remember things you talk about in class much better than things you have to read.

____7. You do not copy from the board very well.

____8. You like jokes or riddles better than cartoons or crossword puzzles.

____9. You like games with a lot of action or noise better than checkers or most other board games.

____10. You understand better when you read aloud.

____11. Sometimes you mess up in math because you do not notice the sign or because you read the numbers or directions wrong.

____12. You are the last one to notice something new--that the classroom was painted or that there is a new bulletin board display.

____13. Map activities are just not your "thing"--- you can never seem to remember what continent Chile is on, or if Nebraska is north, east, south, or west of Missouri.

____14. People often complain about your "sloppy work."

____15. You use your finger as a "pointer" when you read, but you still get lost and sometimes skip words or lines.

____16. Sometimes you notice you are humming or whistling to yourself when you are working.

____17. Sometimes your eyes just "bother" you, although your eye tests come out okay. If you already have glasses, the eye doctors says they are just right for you.

____18. You hate "ditto" sheets in class that are not clear. They are tough for you.

____19."Matching" test questions, where you have to draw lines to the right answer or fill in the letters in order, are a real problem.

____20. Sometimes when you read, you make up words that look almost alike, like "pull" and "pill" or "bale" and "dale."

____ Total score

After answering both List A and List V, total both tests individually, and go to directions for scoring .

Name __________________________

Check the items that describe you best. If it doesn't pertain to you, don't check it.

____1. It seems like you are always having to ask somebody to repeat what he just said.

____2. Sometimes you find yourself "tuned out" in class---staring out the window when you were really trying to pay attention.

____3. Often you know what you want to say, but you just cannot think of the work. You may even be accused of "talking with your hands," or calling something a "thinga-majig."

____4. You may be in speech therapy, or have been at some time before.

____5. You sometimes have trouble understanding the teacher when her back is turned so you can't see her face while she is talking.

____6. It is usually easier to look and see what everybody else is doing than to have the teacher repeat the instructions.

____7. When you watch TV or play CDs, somebody is always yelling at you to turn it down.

____8. Your parents or teachers say that you say "Huh?" too much.

____9. You would rather demonstrate how to do something than explain it.

____10. Words that sound almost alike ("bill" and "bell") give you a lot of trouble. Sometimes you cannot tell them apart.

____11. You have trouble remembering you homework assignment unless your teacher writes it on the board or you write it down.

____12. You like board games better than listening games.

____13. Sometimes you make mistakes in speaking (like saying, "He got expended from school") that everybody but you thinks are funny.

____14. In order to remember whether M comes before or after R, and so forth, you have to go to the beginning of the alphabet.

____15. You like art work better than music activities.

____16. You do better when the teacher shows you what to do instead of just telling you.

____17. You can do lots of things that are hard to explain with words -- like fixing your bike or doing some other things with your hands.

____18. People are always telling you to answer in a complete sentence because you usually answer with just "yes" or "no."

____19. Often you forget to give messages to people like when someone calls for one of your parents.

____20. You are always drawing little pictures on the edges of your papers or doodling on scratch paper.

____ Total score

After answering both List A and List V, total both tests individually, and go to directions for scoring.

Directions for Scoring List A and List V

1. Total the answers checked for List A and List V separately.

2. If the total score on List A is higher than the total score on List V, implications are that the problems in learning could be through a student's eyes, and the student's best way of learning could be with his ears---an auditory learner. Go to the auditory learner section and read it.

3. If the total score on List V is higher than the total score on List A, implications are that the problems in learning could be through a student's ears, and the student's best way of learning could be with his eyes---a visual learner. Go to the visual learner section and read it.

4. If the total scores on List A and on List V are within 2 or 3 points of being equal, implications are that the problems in learning could be through a student's eyes and ears---a student who might have trouble concentrating when using just the eyes and ears. Go to the kinesthetic section and read it.

As you read the sections for the different types of learners, note that each section is broken down to include: characteristics, teaching strategies, materials to use, and student tips for that kind of learner.

Characteristics of Auditory Learners

1. Inattentive to visual tasks: when given a worksheet, the student fiddles with it, shreds the paper, or doodles on it.
2. Appears bored or restless during silent activities.
3. During movies, the student attends to sound more than to the screen.
4. Does not like art or drawing, prefers music or verbal activities.
5. Often omits words or parts of words when copying from the board.
6. Writing includes inversions, reversals, omissions, and letters formed incorrectly.
7. Frequently rubs his eyes or complains that his eyes bother him.
8. When reading, holds materials close to his face and may move his head from side to side.
9. Lays his head on the desk or holds his face close to his work when doing maps, worksheets, etc.
10. Cannot remember what he has read silently.
11. Remembers materials discussed in class or small groups.
12. Has trouble numbering papers in sequence.
13. Has trouble telling time using conventional clocks.
14. Knows hundreds of jingles from TV -- may even be able to repeat entire commercials and songs.
15. Likes to talk.
16. Is a terrible speller on written work.
17. Math errors show consistent patterns: inattention to signs, confusions of numerals, reversals of numerals.
18. May not notice new things in the classrooms such as bulletin boards, furniture, or someone's new clothes.
19. Has difficulty completing map and diagram activities.
20. Confuses similar words when reading such as "bought" for "brought."
21. Is poor on matching activities when lines must be drawn.
22. Dislikes poorly printed papers and will search to find the clearest, sharpest one.
23. Mumbles when reading or doing seat work.
24. Points when reading.
25. Papers are poorly organized and are very messy.

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Teaching Strategies for Auditory Learners

1. Teach the student to change visual material to auditory. The emphasis for this student is on hearing and speaking. The student's best sources for learning are your voice, his voice, tapes, and records.
2. Include tactile/kinesthetic materials when teaching.
3. Consider an alternating seating arrangement. Seat student to the front on board work days and to the back on lecture days.
4. Give oral directions.
5. Teach the student to talk through tasks.
6. Provide auditory and rhyming cues.
7. Encourage the student to use a ruler, marker, or card to complete his paper and pencil tasks.
8. Make sure you have his attention before giving directions.
9. Encourage the use of a computer or word processor to improve writing.
10. Use jingles, catchy stories, mnemonic devices, cheers, or songs to aid the student in mastering and/or retention of skills.
11. Allow the student to spell or recite words or information to be learned onto a cassette tape.
12. Color code math symbols or important written information.
13. Use puzzles, raised maps, globes, and color coding to improve map skills.
14. Provide worksheets that are dark, clear, and easy to read.
15. Allow the student to use a ruler when drawing lines for matching activities.
16. Allow the student to sub vocalize or point while reading or doing work.
17. Use phonetic approach to reading and spelling.
18. Positively reinforce the student when he is attending and when he is working quietly at his desk.
19. Use oral tests occasionally and require oral responses.
20. Provide a tape recorder and a "buddy" to interpret and aid in written directions.

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Materials to Use With Auditory Learners

Good materials include the following:

• tape recorder
• cassette tapes
• audio visual aids such as movies, videos, etc.
• music

Student Tips for Auditory Learners

Reading

Read your work aloud.
Try to get books that have audio tapes with them.
Have someone read to you or get someone to tape for you if you are not a good reader.
Say words silently inside your head.
Beware of courses with lots of reading.
Foreign language classes that emphasize conversational skills would be best for you.

Writing

Plan the sentence you want by saying it aloud or silently.
Say it several times the way you want it.
Use a computer or word processor whenever possible.
Write it slowly as you say it.
Dictate your sentences using a tape recorder and then play it back as you write it.

Spelling

Hear the spelling of the word.

Say the word and then say each letter aloud.

Close your eyes, spell the word out loud, and check your spelling.

Now write the word while trying to hear it in your mind.

Use the Bad Speller's Dictionary, Krevishy & Linfield, Random House, New York, or another spelling dictionary.

Write with a word processor and use a spell checker

Keep a list of words you frequently misspell and keep it handy when you write.

Use colored markers, particularly the smelly kind, when you practice writing words you have to learn to spell.

Draw a funny picture to go with the word.

Math

Try to learn your math while saying it aloud.
Explain it to yourself -- aloud.
Makes cards with math procedures and steps and repeat them aloud to yourself until you have them memorized.

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Visual Learners

Characteristics of Visual Learners

1. Ignores verbal directions.
2. Questions and directions must OFTEN be repeated for this student.
3. Student may be able to sit in a noisy area without being distracted.
4. Low vocabulary, poor articulation.
5. Frequently appears to daydream; often has a blank expression during lectures or class discussion.
6. Watches teacher's lips closely.
7. Causes trouble when teacher is explaining things at the board.
9. Says "huh" often.
10. Prefers to show or demonstrate rather than to tell or explain.
11. Dislikes music, prefers art.
12. Does poorly with phonics.
13. Gets lost in rote memorization.
14. Often answers with one word or with an incomplete sentence.
15. Doodles during class instruction.
16. Substitutes gestures for words.
17. Often speaks too loudly.
18. Dislikes speaking before a group and does not like to listen to others.
19. Has trouble distinguishing words which sound similar when spoken such as "bill," "ball," "bell," and "bull."
20. Frequently cannot remember information given verbally.
21. Substitutes words similar in sound or meaning (The choir sings "Acapulco.")
22. Responds less rapidly than his peers to sound such as bells or sirens.
23. Can locate words quickly in the dictionary if he knows the spelling.
24. Is completely lost if he must look up a word to determine its spelling.
25. Often misunderstands instructions or material presented verbally.

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Materials to Be Used With Visual Learners

Appropriate materials include the following:

• movies
• flash cards
• graphs, charts, tables
• Rebus stories
• graphic organizers

Teaching Strategies for Visual Learners

1. Use visual materials because the student's eyes are his key to learning. He must look at what he has to learn. He needs assistance in changing what he hears into visual images so he can learn.

2. Teach the student to visualize -- to see words, problems, images, etc.

3. Use color coding on worksheets and when using the blackboard or overhead.

4. Use the sight word approach, experience stories, and whole word configurations to teach reading.

5. During instructional periods, be certain that you do not turn away from the students while you are talking. He needs to see your mouth.

6. Allow the student to read silently more often than orally.

7. Use dictation exercises often.

8. Provide written directions.

9. Provide visual materials during lectures such as a brief outline of the material to be discussed.

10. Place the student near the blackboard.

11. Teach the student how to take notes.

12. Teach the student to visualize acronyms such as the following way to memorize the names of the Great Lakes:

H = Huron
O = Ontario
M = Michigan
E = Erie
S = Superior

13. Encourage the student to keep an assignment log.
14. Decrease extraneous visual stimuli by utilizing study carrels or seating students away from bulletin boards.
15. Noise may disturb the student while he is working so seat him away from distractions or give him headphones, and try to eliminate excess noise in the room.
16. Teach the student to visualize math story problems, to make pictures or tallies of the problem on scratch paper and then write the problem.
17. Use a great deal of oral language extensions with the student to improve his verbal skills.
18. Repeat oral instructions as follows:

• in steps
• with visual cues
• ask the student to repeat them

19. Model the skill to be taught.
20. Remain stationary when talking to the student because movement disturbs his focus.

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Student Tips for Visual Learners

Use your eyes. Make mind pictures --- use your ability to see and imagine. Look at everything. Make short outlines for things you have to study, make lists, write notes, and write down homework assignments in a date book. Have your parents and teachers write notes to you. Have a note pad with you at all times.

Reading
Use sight words. Do not try to sound out words; instead, try to figure if the new work has words you already know in it. For example: the word "systematic" has the words "system," "stem," and "mat" within it.

Writing
Jot down ideas as they form in you mind. Outline ideas before writing.
To do writing, use a computer or word processor whenever possible.
Make a rough draft (skipping lines to allow room for corrections and additions) and recopy.
On an essay test, make quick outlines on scratch paper on in the margin of the test before writing your answer.

Spelling
Close your eyes and see the word.
Make a picture of the letters and then read from your picture.
Write the word -- match your picture.
Check immediately.

Math
Visualize the problem
Make pictures or tallies of the problem on scratch paper.
Write the problem.

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Tactile/Kinesthetic Learners

Characteristics of Tactile/Kinesthetic Learners

1. Touches everything.
2. Moves a great deal while reading.
3. Gets up and walks around frequently.
4. Rubs hands along the wall when walking down the hall.
5. Puts hands on door frames when going through or standing by the door.
6. Touches desks as he goes down the aisle.
7. Thumps or touches friends frequently.
8. Often writes things over and over.
9. Can take gadgets apart and put them together again.
10. Has many gadgets to fiddle around with.
11. Enjoys doing things with his hands.
12. Is well coordinated.
13. Frequently makes airplanes, fans, etc. from paper or shreds of paper.
14. Wants to use concrete objects as learning aids.
15. Has difficulty counting by rote or sequencing materials without visual aids.
16. Learning abstract symbols (letters, numerals, map symbols, math symbols) is difficult. Often makes errors in these, even though it is inappropriate or unusual for his age or grade.
17. Seems to be an "underachiever."
18. Cannot keep his hands to himself.
19. Appears immature and needs to explore environment more than peers.
20. Seems to be more physically active than his peers.

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Materials to Use With Tactile/Kinesthetic Learners

1. The student will learn most effectively when real objects, models, 3-dimensional objects, and manipulative materials that can be touched and moved are used.

"Hands on" experience is the rule!

2. good manipulatives include:

computers	typewriters
globes	relief maps
abacus	felt-tip pens
models	calculators

3. Alter paper and pencil tasks to create a cut and paste format. For example, rather than have them labeling the skeletal parts on a worksheet, the student could cut out and assemble the skeletal system.

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Teaching Strategies for Tactile/Kinesthetic Learners

1. Provide as many tactile/kinesthetic materials as possible. Let the student literally feel what he has to do.
2. Give instructions first, then pass out materials.
3. Allow the student to trace over projected images on the wall or board: examples include maps, words, parts of the ear, etc.
4. Touch the student on the shoulder while talking to him.
5. Keep work periods short. Vary activities throughout the period because these students learn best when active.
6. Seat the student toward the front of the room in close proximity to the teacher.
7. Color code handouts and materials.
8. Make assignments specific since these students may go on and on, especially if you have given them a physical task. (i.e. "Put on 5 of the largest rivers and the 3 main cities.")
9. Keep the student away from bulletin boards, bookshelves, etc. as he will manipulate objects found there.
10. Let the student make materials for the class use, models, posters, etc. Letting the student be an active participant in the learning experience will honor his skills.
11. When possible, let him move around the room. Let him choose to move to the back of the room and move around during lectures, movies, etc.
12. Cut long assignments into sections. When the first is completed give the student the next section, etc. Continue this "movement" procedure until the entire assignment is completed.
13. Use simulation and action games.
14. Provide a time during the week for special interest time. Allow students to participate in their hobbies.
15. Teach students to create daily records such as diaries and journals.
16. Avoid passive learning. Include activities in which the student can be involved in activities first hand.
17. Have the student chart his progress: the number of books read, the number of completed assignments, his daily grades, etc.
18. Combine creative dramatics with reading.

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Student Tips for Tactile/Kinesthetic Learners

Clear off your desk.
Cover the page you're not reading.
If you are distracted by noise, turn off the radio or TV. Wear ear plugs or earphones while working to block out noise.
Divide your work into short study sections. Get a timer. After 20 minutes or when the task is completed, give yourself a reward (have a cookie, take a walk, etc.)
Put books and things needed for school the next day in one certain place. Get a backpack or bag to carry them in.
Have a date book with space to write. Attach it to your binder or backpack and write down all assignments on the day they are due, or have a blank page at the front of your notebook and write down all assignments daily.
Paste your schedule and times on the inside cover of your notebook.
If possible, schedule a difficult subject in the morning.
Sit as close to the teacher as possible or in the center of the room by quiet students so there will be fewer distractions.
Between classes plan a route and stick to it. Make sure you have all necessary books for class.
Try to avoid long lecture classes or foreign language classes which stress written work instead of conversation.
When studying, use the multi-sensory approach (hearing, seeing, touching, and doing, as much as possible.) This is especially useful when you have to memorize.
Get enough sleep.
Watch your diet. Sugar and additives can cause hyperactivity in some people. Eat a nutritious breakfast. Take a snack or fruit or a nutritional food if your need extra energy.
Use a study carrel or quiet room to work in. Be routine about your work place. Do not work in front of a television that is on or with music playing, especially music with lyrics.

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