LEARNING STYLES NEEDS AND TEACHING STRATEGIES
         Auditory, Visual Tactile, and Kinesthetic:  We learn from all five senses...
       Some become more accustomed to one style of learning  than another...
 

Auditory Learning Strategies

"Hearing is knowing"

Note: Initial exposure to challenging material should take place through your strongest preferred modality. Reinforce the same information within a day or so through your second preference, then your third preference. Finally, use that same information by applying it creatively in a project or activity.*

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

For lectures: If auditory score is highest, first exposure to new information should be listening to instructor’s lecture/discussion, before reading or taking notes.*

Because you prefer to listen, your lecture notes may be poor. Enhance them by verbally reviewing textbook readings and lectures with someone.

Tape record lectures & listen again later.

Listen to books on tape while driving.

Conduct interviews or participate in discussions.

Process your understanding of a subject by talking with others.

Read text out loud so you hear your own voice, then summarize it on tape.

Explain ideas, lectures/discussions, and your notes to another person.

Construct auditory & rhyming cues.

Talk through tasks and problems.

Use jingles, catchy stories, mnemonic devices, cheers, or songs to aid in mastery and/or retention of skills.

Use a tape recorder and a "buddy" to interpret & aid in written directions.

Report material through a radio show, song, poem, skit, panel discussion, etc. Ask your instructor if you can occasionally take oral tests that require oral responses.

Adapted from numerous sources by Glenna Barrick-Harwood, 2001

* Dunn, Rita. When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths. In Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

 

 

Visual Learning Strategies

"Seeing is knowing"

 

Note: Initial exposure to challenging material should take place through your strongest preferred modality. Reinforce the same information within a day or so through your second preference, then your third preference. Finally, use that same information by applying it creatively in a project or activity.*

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

For lectures: If visual score is highest, first exposure to new information should be by reading, before listening to instructor’s lecture/discussion.*

Use graphics to reinforce learning – pictures, videos, slides, symbols, doodles, posters, diagrams, charts, graphs, flashcards.

Teach yourself to visualize – to see words, problems, images, etc.

Highlight text when reading. Use color-coding to organize notes.

Read silently more often than orally.

While listening to lectures, refer to visual materials, such as handouts, outlines, etc.

Choose books with pictures, diagrams, cartoons, other visual representations of information.

Sit near board & position self so you can watch instructor’s mouth and gestures while s/he talks.

Write out everything for frequent visual review.

Make up acronyms to remember information.

Visualize math story problems; make pictures or tallies of the problem on scratch paper & then write the problem.

Make lists to remember.

Report material through a visual (pictorial or words) representation: display, poster, slide show, mural, collage, illustration, poem, story, article, report, etc.

Adapted from numerous sources by Glenna Barrick-Harwood, 2001

* Dunn, R. When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths. In Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

 


 

Tactile Learning Strategies

“Touching is knowing”  

Note:  Initial exposure to challenging material should take place through your strongest preferred modality.  Reinforce the same information within a day or so through your second preference, then your third preference.  Finally, use that same information by applying it creatively in a project or activity.* 

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

 1.            For lectures: If tactile score is highest, introduce new information through a short exposure to hands-on resources geared to learning material (such as Flash Cards, Task Cards, puzzles, etc.)  Next read the material or listen to a tape of the reading material & take notes. Then listen to instructor’s lecture/discussion.* 

2.            Take notes while listening to lectures, so that you are using your hands.

 3.            Get hands involved in learning by using three-dimensional materials that can be touched & manipulated.

 4.            Plan, demonstrate, report & evaluate with models & other real objects.

 5.            Chart or graph information.

 6.            Use methods such as “air” writing and tracing words, maps, parts of the ear, etc.

 7.            Use computer to reinforce learning through sense of touch.

 8.            Write out facts to be learned several times.

 9.            Handle or grip textured objects while thinking, concentrating, problem-solving.

 10.        Participate in labs where you can handle equipment.

 11.        Gather collections & make scrapbooks.

 12.        Report material through posters, collages, games, models, pantomimes, other artistic displays.

 Adapted from numerous sources by Glenna Barrick-Harwood, 2001

 * Dunn, R.  When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.  In   Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

Adapted from numerous sources by Glenna Barrick-Harwood, 2001

* Dunn, R. When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths. In Inter-Ed. (January 2000). New Wilmington, PA: AAIE.



 

Kinesthetic Learning Strategies

"Doing is knowing"

 

 

 

Note: Initial exposure to challenging material should take place through your strongest preferred modality. Reinforce the same information within a day or so through your second preference, then your third preference. Finally, use that same information by applying it creatively in a project or activity.*

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

For lectures: If kinesthetic score is highest, read material at home while walking back and forth. Then listen to instructor’s presentation while taking notes.*

Stand up, stretch & move frequently while studying.

Take tours & field trips so processes can be observed first hand.

Participate in labs, community projects, cooperative work experiences, on-the-job training.

Use rhythm & rap to memorize formulas, lists & processes.

Put gestures to stages or lists to be committed to memory.

Walk, use a treadmill, or sit in a rocking chair while reading.

Memorize or drill facts while shooting basketball, jumping rope, jogging, etc.

Participate in role plays, simulations & body action games.

Teach the material to someone else.

Use case studies & applications to help make abstract concepts more concrete.

While listening to lectures, think of relevant real-life examples.

Pace while thinking and solving problems.

Problem-solve with a trial-and-error approach, rather than a step-by-step method.

Report material through a skit, simulation, videotape, demonstration, etc.

Adapted from numerous sources by Glenna Barrick-Harwood, 2001

* Dunn, R. When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.
    In Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

VISUAL    Give visual demonstrations where possible. Maps, Graphs, Charts, Diagrams are very helpful.         Organize information clearly on paper.  Pictures/diagrams that show assemblies or internal workings of systems processes are helpful. Use color‑coding to help convey information. Use visual symbols to help convey information.    Try to avoid visual clutter. Make written instructions available. Give a brief, written overview. Use Study Cards. Close your eyes and try seeing what you remember.

AUDITORY     Describe process or idea sequentially one step at a time. Let the student feel free to talk through an activity and repeat instructions.  Encourage the use of tape recorders. Encourage oral reporting. Eliminate extraneous noise. Make up rhymes/poems. Talk with sketching where needed. Repeat things orally.  Say words in syllables.  Discuss notes out loud with yourself. Quiz yourself on a tape recorder.

KINESTHETIC Use descriptive gestures that show motion. Encourage making a physical model. Sketching, with almost no talking, can be helpful. Pace or walk as you study. Write on surfaces with finger. Associate feelings with concepts or information Write lists repeatedly. After reading about something, try it yourself. Note the shape of the things you have to remember.

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