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Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

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Page 1: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Learning Styles

•Visual Learners

•Auditory Learners

•Tactile/Kinesthetic Learners

Page 2: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Visual Learner Characteristics

Visual learners are those who learn through seeing things. A visual learner:•Is good at spelling but forgets names

•Needs quiet study time

•Has to think awhile before understanding lecture

•Is good at spelling

•Likes colors & fashion

•Understands/likes charts

•Is good with sign language

Page 3: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

• Remembers names

• Notices sound effects in movies

• Enjoys music

• Is good at grammar and foreign language

• Reads slowly

• Follows spoken directions well

• Can't keep quiet for long period

• Likes to read to self out loud

• Likes oral reports

• Is good at explaining

• Enjoys acting, being on stage

• Is good in study groups

Auditory Learner CharacteristicsAuditory Learners are those who learn best through Auditory Learners are those who learn best through hearing thingshearing things

Page 4: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Kinesthetic Learner CharacteristicsKinesthetic Learner Characteristics

Kinesthetic learners are those who learn through experiencing/doing things.You may be a kinesthetic learner if you are someone who:

• Can't sit still for long

• Is not great at spelling

• Does not have great handwriting

• Likes science lab

• Studies with loud music on

• Likes adventure books, movies

• Likes role playing

• Takes breaks when studying

• Builds models

• Is involved in martial arts, dance

• Is fidgety during lectures

• Is good at sports

Page 5: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

•Strategies that benefit each type of learner:

•Strategies that benefit each type of learner:

Page 6: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

• Visual Learners:

• Use visual materials such as pictures, charts, maps, graphs, etc.

• Have a clear view of your teachers when they are speaking so you can see their body language and facial expression

• Use color to highlight important points in text• Take notes or ask your teacher to provide handouts• Illustrate your ideas as a picture or brainstorming bubble

before writing them down• Write a story and illustrate it• Make outlines of everything!• Study in a quiet place away from verbal disturbances• Read illustrated books• Visualize information as a picture to aid memorization• Draw a map of events in history or draw scientific process.• Copy what's on the board.

• Visual Learners:

• Use visual materials such as pictures, charts, maps, graphs, etc.

• Have a clear view of your teachers when they are speaking so you can see their body language and facial expression

• Use color to highlight important points in text• Take notes or ask your teacher to provide handouts• Illustrate your ideas as a picture or brainstorming bubble

before writing them down• Write a story and illustrate it• Make outlines of everything!• Study in a quiet place away from verbal disturbances• Read illustrated books• Visualize information as a picture to aid memorization• Draw a map of events in history or draw scientific process.• Copy what's on the board.

Page 7: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Auditory Learners:Auditory Learners:

•make speeches and presentations

•use a tape recorder during lectures while taking notes

•read text out aloud

•create musical jingles to aid memorization

•create mnemonics to aid memorization

•discuss your ideas verbally

•dictate to someone while they write down your thoughts

•use verbal analogies, and story telling to demonstrate your point

•Using word association to remember facts and lines

•Repeating facts with eyes closed

Page 8: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Tactile/Kinesthetic Learners:

•study in short blocks

•move around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept)

•work at a standing position

•chew gum while studying

•use bright colors to highlight reading material

•dress up your work space with posters

•skim through reading material to get a rough idea what it is about before settling down to read it in detail.

•Role playing

•Studying with others

•Using memory games

•Using flash cards to memorize

Tactile/Kinesthetic Learners:

•study in short blocks

•move around to learn new things (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept)

•work at a standing position

•chew gum while studying

•use bright colors to highlight reading material

•dress up your work space with posters

•skim through reading material to get a rough idea what it is about before settling down to read it in detail.

•Role playing

•Studying with others

•Using memory games

•Using flash cards to memorize

Page 9: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Effects of Learning Style Awareness

Nelson and colleagues (1993) examined the effectsof a learning style intervention with more than 1,000 college students.This investigation revealed significantly higher grade-point-averages and improved attitudes for students made aware of theirlearning style preferences and then provided with suggestions for accommodating thosepreferences when studying and completing assignments. The findingsof Cook (1989) and Nelson et al. (1993)were corroborated by Lenehan et al. (1994) who also reported significant increases ingrade-point-averages and improved attitudes for students whohad been provided homework/study prescriptions based ontheir individual learning style preferences.

NATIONAL FORUM OF SPECIAL EDUCATION JOURNAL

Page 10: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

•Executive function

•The neuropsychological concept referring to the high-level cognitive processes required to plan and direct activities, including task initiation and follow-through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence.

•Executive function

•The neuropsychological concept referring to the high-level cognitive processes required to plan and direct activities, including task initiation and follow-through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence.

Page 11: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

•Executive Skills: Definitions

• Response Inhibition: The ability to think before you act – to evaluate a situation and how our behavior might impact it.

• Working Memory: The ability to hold information in memory while performing complex tasks.

• Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.

•Executive Skills: Definitions

• Response Inhibition: The ability to think before you act – to evaluate a situation and how our behavior might impact it.

• Working Memory: The ability to hold information in memory while performing complex tasks.

• Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.

Page 12: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

•Executive Skills: Definitions

• Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.

• Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion.

• Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.

• Organization: The ability to create and maintain systems to keep track of information or materials.

•Executive Skills: Definitions

• Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.

• Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion.

• Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.

• Organization: The ability to create and maintain systems to keep track of information or materials.

Page 13: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

•Executive Skills: Definitions

• Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.

• Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions.

• Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.

• Metacognition: The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”).

•Executive Skills: Definitions

• Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.

• Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions.

• Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.

• Metacognition: The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”).

Page 14: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners
Page 15: Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners

Goal SettingGoal SettingSet goals that are specific, flexible, realistic and Set goals that are specific, flexible, realistic and achievableachievable

Understand step-by-step process for reaching Understand step-by-step process for reaching goalsgoals

SchoolSchool HomeHome +I can complete my Science+I can complete my Science project by Friday if I do 3 steps each project by Friday if I do 3 steps each night (record each step in planner)night (record each step in planner) +I will make an appointment to see +I will make an appointment to see math teacher once a week until I math teacher once a week until I bring my grade up to a Bbring my grade up to a B

+If I get my homework done before +If I get my homework done before dinner, I can...dinner, I can...

+I will make a “to-do” list in my +I will make a “to-do” list in my planner every evening planner every evening

““Nobody ever plans to fail; but they do fail Nobody ever plans to fail; but they do fail to plan.”to plan.”

Rick LeVoieRick LeVoie