Learning Styles

Visual Learner:
The Seeing-is-Believing Student
 

Is Natural at ----

Dressing well Remembering details and colors Reading, spelling, proofreading Remembering faces of people (but forgets names) Remembers names seen in print Creating mental (visual) images

Solves Problems by --

Reading information, listing problems Preparing graphic organizers to organize thoughts Uses flow charts Seeing that it works graphically -- on paper -- and in the mind's eye

Testing and Assessment Needs

Visual/written tests Research papers Written reports Graphic illustrations

Learns Best by --

Taking notes, making lists Reading information to be learned  Learning from books, videotapes, filmstrips, printouts  Seeing a demonstration

Studying/Reading Characteristics

Reads for pleasure/relaxation  Can spend long periods of time studying  Requires quiet during study  Reads rapidly  Learns to spell words in configurations rather than phonetically

 

Difficulties in School

Need to take action before seeing what  needs  to be done Working in an environment with noise or movement  Tuning out sounds Listening to lectures without visual picture or illustrations Dealing with unappealing physical appearance of teacher Working in classrooms with no decorations or drab colors Working under fluorescent lights -- makes is hard to concentrates

Auditory Learner:
The Talking, Listening Student
 
 

Is natural at ---

Speaking extemporaneously -- can think on his/her feet Noticing sounds in environment Remembering names of people he or she meets -- forgets faces Working with words and languages Tuning into small shifts in voice intonation

Solves problems by ---

Talking about pros and cons Talking about options Asking others what they would do in a situation Verbalizing the goal until it sounds right Auditory repetition

Testing/Assessment Needs

Verbal rather than written Describes projects orally Sings or recites poetry as projects Needs to be interviewed for what has been learned

Learns best by ---

Talking aloud  Listening to a lecture Discussing in small or large groups Hearing music without words as a background in the learning environment

Studying/Reading Characteristics

Reads dialogues and plays Sub vocalizes internally or externally for comprehension Stops while reading to talk to self or others about what is read Good at phonetically sounding out new words

Difficulties in School

Reading quickly; reads more slowly than visual learner Reading silently for prolonged periods of times  Reading directions; unaware of illustrations  Taking timed tests that must be read and written  Living with enforced silence -- can't wait to talk  Seeing significant detail

Kinesthetic Learner:
The Action Student
 
 

Is a natural at --

Sports, dance Adventure, competition, challenge Running, jumping, leaping, rolling Action using large motor muscles

Solves Problems by ---

Taking action, then planning based on results Attacking problems physically Seeking solutions that involve great physical activity Preferring to solve problems individually or in small groups Trial and error/exploration

 

Testing/Assessment Needs

Performance based Project oriented Show or demonstrate what student has learned Application level -- prefers to show how to do something

Learns best by ---

Doing, hands-on approach -- manipulation, simulations, live events Physical involvement in learning Field trips to gain knowledge Small group discussion

Studying/Reading Characteristics

Reads primarily for meaning and function, rather than enjoyment  Reads “how-to” books  Reads action-oriented books/plays  Reads books that are brief  Studies for short periods interspersed with moving around  Lays on floor or bed to study

Difficulties in School

Having good interpersonal skills Having legible cursive handwriting Sitting still Listening to lectures of more than four minutes Spelling Recalling what was seen or heard -- remembers everything that was done Expressing emotions without physical movement Sticking with any activity for long periods of time

Tactual Learner
The Sensitive, Feeling/Tactile,
Touching Student
 
 

Is natural at --

Interpersonal skills, anticipating people’s feelings Reading nonverbal communication Fine motor activities, graphics, crafts, cursive writing and calligraphy Sensing environment issues such as hot, cold, smells

Solves problems by ---

Thinking “what would it feel like if… Talking to people in order to share feelings about the problem and the solution Following a solution when he or she knows it feels right Going at own pace

Test/Assessment Needs

Performs or takes test when he or she is ready or comfortable Tests best when he or she can be subjective -- essay questions Open book, low pressure Could be “test phobic” if environment is not secure

Learns best by --

Liking and respecting the teacher Having a welcoming, comfortable, secure classroom climate and environment Working with things they can handle Progressing at own pace Rewriting notes taken in class

Studying/Reading Characteristics

Reads for pleasure and feelings it evokes Reads at his or her own pace and likes to select what is read Prefers historical and/or romantic novels or biographies Studies best in pleasant surroundings

Difficulties in School

Learning if feelings are hurt  Succeeding without teacher approval and respect  Working in a classroom not decorated in a warm way  Working with people that don't like him  Being in the class of a teacher whose interpersonal skills are weak  Needs to touch, feel, manipulate things

 
 

Related Links

Learning Styles Learning Styles Meyers Briggs     Prayers by type Multiple Intelligences Enneagrams Kiersey Personality Type

 

University of West Georgia