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Andrew Milewski

ELL Assignment 2: Learning styles

1. Auditory learners prefer information to be transferred via sound such as teachers


speaking, students giving stories, or a piece of literature being read aloud. Visual learners
prefer information that can be read, such as graphs, charts, and diagrams. An example
than includes both would involve a teacher presenting a timeline of historical events
(visual) and then explaining it (auditory).
a. Knowing an ELL students preferred learning style will allow you to create
material that will help him transition. For example, an auditory ELL student might
want to listen to key vocabulary and definitions multiple times, and a teacher can
utilize software to do that. A visual learner will prefer graphs and charts to
organize the information, and a teacher can create those materials to give to
students who would like it.
b. I was almost evenly split between the two styles; I had a split between visual
and auditory, respectively. For an ELL student in my case, if I was teaching short
story: I would give students a handout outline (partially completed according to
the students ability) and I would also make sure they have access to an audiobook
version of the story.
2. Applied learning students prefer many examples of a learned construct, whereas
conceptual students prefer more abstract explanations. For example, applied students
would prefer to work through an algebra problem to explain rules, whereas conceptual
students would prefer to learn the rules before working through a problem.
a. Knowing an ELL students preference in this regard will allow a teacher to better
structure her or his class structure and assessment. For example, if an ELL student

preferred many applications, a teacher might go through more examples in class


or provide a platform, where the student could see many examples of the
construct (via online video, for example). If the ELL student was more conceptual
and also visual, the teacher might create an outline explaining the rule and have
the student work to apply it in situations, herself.
b. In my case, I was purely conceptual. If I was teaching sonnets to an ELL student
who was a conceptual learner, I would not use examples first. I would explain the
rhyme scheme (ABBA) using a conceptual visual representation. Then I would
have the ELL student look for rhymes on his or her own.
3. Spatial learners are very adept and intuitive at physical tasks, such as assembling a
machine. Verbal learners prefer to reason using language and organize verbally. Verbal
reasoning is the process of forming ideas by assembling symbols into meaningful
sequences. Algebra is a medium of verbal reasoning. Spatial reasoning is a process of
forming ideas through the spatial relationships between objects. Geometry is an example
of spatial reasoning at work.
a. In the case of an ELL student, I might change the type of applicative activity in
my lesson plan to correspond to that students needs. For example, if he was a
spatial learner, I might use some computer game with a spatial component to
reinforce a grammatical concept. If an ELL student is a verbal learner, then he
might more intuitively acquire English; I might create work that is more direct,
such as a grammar worksheet that challenges the student more.
b. I had a five/two split, suggesting a more spatial learner, which surprised me
because of my love of language. Nevertheless, the ELL student would benefit
from physical activities. Putting blocks together to make words or sentences;

diagraming a concept themselves; or demonstrating how to do something would


all be activities I would exploit if my ELL student was more of a spatial learner.
4. Independent learners prefer to work alone or with minimal interaction from groups.
Social learners prefer to bounce ideas off others and create an assignment together. If a
personal was more independent, a teacher would assign a presentation for one person,
and a social learner would be assigned to create the project as a group
a. I think for an ELL student, knowing their preference will allow the teacher to be
cognizant of how they use social support. Having other ELL students or Native
English Speakers work together, if a key tool to facilitate knowledge growth for
both the content and English skills. However, if a student has a very independent
learning style, then placing a student in a group to answer response questions or
create a presentation might actually hinder their development. Teachers who give
social learners individual homework, questions, or creative work do not allow that
student to take advantage of the other students language skills. However, social
loafing might be a problem in groups.
b. I was split 4/3, favoring independent learning over group work. I think for an ELL
student like me, the best time of assessment and application activities are ones
that could be individual, such as answering response questions but that could also
be done in a group. I think personal response where everyone is required to talk
would be effective. Such as the question: do you feel that the speaker of the poem
is happy or depressed. By having ELL students listen to other, but also craft their
own response, the teacher can try to make the best use of time.
5. Creative learners are imaginative and innovative; they prefer creating or experimenting
and learn through discovery. Creative learners are comfortable taking risks and trust their

intuition. Pragmatic learners are more practical. They seek order and systems. These
learners look to rules for guidance when completing assignments.
a. Finding out an ELL students preference will allow the teacher to craft their
approach to presenting content. For example, if an ELL student is more creative
they will ask that student to respond more to the chapter or central point of the
lesson. In a grammar lesson, a teacher might ask them to create a diary entry
using certain verbs. If a student is pragmatic, then that ELL student needs
guidance and specific expectations. Instead of creating sentences, I would ask the
student to read a passage and identity a specific number of verbs.
b. My split was again 4/3 favoring pragmatism over creativity. Again this surprised
me because I love creative writing and art. However, it makes sense, because even
in creative art, I follow specific expectations and rules. I am uncomfortable
without a specific rubric, and if a teacher does not present one I will craft a rubric
for myself before actually beginning the work. For a student in my case, I would
try to give a creative homework or classwork assignment, such as writing a
response to a short story. However, I would clearly articulate the expectations, i.e.
the student must respond to points 1, 2, 3 and 4.

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