Learning Styles

Auditory Visual Kinesthetic

Talk out loud Visual details Move around
Meta-cognition Picture Doers
Explain orally Difficulty following touchers
lectures

When you.. Visual Auditory Kinesthetic & Tactile

Spell Do you try to see the word? Do you sound out the Do you write the word
word or use a phonetic down to find if it feels
 approach? right?
Do you sparingly but dislike Do you enjoy listening Do you gesture and use
listening for too long? Do but are impatient to talk? expressive movements?
Talk
you favor words such as Do you use words such Do you use words such
see, picture, and imagine? as hear, tune, and think? as feel, touch, and hold?
Do you become Do you become
Do you become distracted
Concentrate distracted by sounds or distracted by activity
by untidiness or movement?
noises? around you?
Do you forget faces but
Do you forget names but
Meet someone remember names or Do you remember best
remember faces or
again remember what you what you did together?
remember where you met?
talked about?
Do you talk with them
Contact people Do you prefer direct, face-to- Do you prefer the while walking or
on business face, personal meetings? telephone? participating in an
activity?
Do you like descriptive Do you enjoy dialog and Do you prefer action
Read scenes or pause to imagine conversation or hear the stories or are not a keen
the actions? characters talk? reader?
Do you prefer verbal
Do you like to see
Do something instructions or talking Do you prefer to jump
demonstrations, diagrams,
new at work about it with someone right in and try it?
slides, or posters?
else?
Do you ignore the
Put something Do you look at the directions
directions and figure it out
together and the picture?
as you go along?
Need help with a Do you call the help Do you keep trying to do
Do you seek out pictures or
computer desk, ask a neighbor, or it or try it on another
diagrams?
application growl at the computer? computer?

Adapted from Colin Rose(1987). Accelerated Learning.

Learning Styles
Meeting the Needs of the Different Learning Styles
Visual Auditory Kinesthetic
See what they learn Hear what they learn Feel what they learn

Take detailed Tape lectures/flash Flash cards

notes/flash cards cards
Graphic Grid paper for Math Charts/spreadsheets
organizers/handouts
Preview reading Preview reading/read Preview reading
aloud
Quiet place to study Quiet area for Use background music
study/study groups for study
Read illustrated books Read aloud tapes
Clear view of the Sit where you can hear Sit where you can see
teacher to see body teacher without teacher/use
language and facial distraction manipulatives
expressions
Multimedia Study groups/study multimedia
buddy
Use different colors Use different colors Use bright colors for
for notes/use highlighting
highlighters/color
coding
Study groups/study Class Hands on labs
buddy debates/verbalize/verbal
analysis
Graphic Tape lectures Frequent breaks when
organizers/outline studying

Anacronyms Talk (whispers) through Sit near front of room

steps, explain orally
Postit cues
Large writing
surface
Explain orally
And, now for some Classroom Modifications that will not blow
your mind or your time.
 Charts
Peer tutoring/collaboration
Cooperative groups
Work area modifications
Student access to their needed tools
` pedagogy in plain view
planners, agenda, etc
grading station
flash cards and other manipulatives available
for use
analog and digital clocks
class library
quizzes
drills

Why do we need quizzes and other remediation?

1. Instant daily review of necessary pieces of

life and current chapter
2. instant viewing of skills
3. instant areas to study and progress can be
noted
4. constant practice of critical skills:
core test word problems
pedagogy geometry
fractions/ other math functions
IEP
statistical introduction
5. 1,000 trials. This provides the practice
trials needed daily, without interfering with
State Core, and enhances learning,
reinforces skills, and builds necessary
skills.
6. open ended
7. gives statistical information for growth
8. opportunities for specific reinforcement
9. addresses visual and written processing
abilities.
 Twenty five students 2007-2008 School Year

1 8 = 32% Remained
same
2 10 = 4%
3 5 = 2%
4 2 = 8%
32 68%
remained showed
the same growth

Conclusions:
1. We acquire knowledge through our senses; our
memories are triggered by our senses; learning is
personal; we teach how we learn; and learning styles
activate senses during the learning process.
2. Traditional Math Teaching does not always engage all
learners.
3. All students have the right to access the full curriculum.
4. Learning Styles include: auditory, visual, and
kinesthetic.
5. Accommodations for Visual learners include: preview
reading, flash cards, graphic organizers, color coding,
and multimedia.
 6. Accommodations for Auditory learners include: tape
lectures, read aloud, study groups, and grid paper.
7. Accommodations for Kinesthetic learners include: flash
cards, charts, background music, labs, sit near front of
room, study breaks, highlighting, and multimedia.
8. Classroom adjustments include: quizzes, drills,
collaboration, vocabulary (pedagogy) in plain view, and
analog and digital clocks.
9. We need quizzes and other remediation for daily
review, reinforcement, practice or critical skills, open
ended, instant skill viewing, addresses visual and
written processing abilities, and give statistical
information to measure growth.
10. Teachers need opportunities for: growth,
reflection, to be a lifelong learner, have trust and
respect, have learning communities, and collegial
support.
11. Teachers also need to have high student
expectations, emphasize conceptual understanding and
problem solving, move past intolerance and
disengagement, and provide meaningful, active
engagement opportunities.

Helpful Web Sites

http://www.kidshealth.org/teen/school_jobs/school/test_anxiety.html

http://www.studygs.net/tstprp8.htm

http://www.sju.edu/LEARNING/handouts/onlineexamanxiety.htm

http://www.how-to-study.com/testanxiety.htm

www.heartmath.org

http://www.wvup.edu/Academics/more_test_anxiety_tips.htm

http://youth-activities.suite101.com/article.cfm/test_anxiety_and_teens

http://teens.lovetoknow.com/Test_Anxiety
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NCTM Principles and Standards for Teachers of Math