Understanding learning styles of student for effective teaching
UNDERSTANDING LEARNING STYLES FOR EFFECTIVE TEACHING
Targeting an Intelligence When writing a lesson plan, most teachers teach to the majority of their students. The downside to this that not everyone learns in the same way.
Teachers must know When teachingthat it is imperative they know who their students really are.
Also When giving an assignment it is important they know how to address as many intelligences as possible.
Different learning Styles• In 1983 Dr. Howard Gardner, of Harvard University, developed his theory of multiple intelligences. • He believed that no two people learned the same way. • He proposed the following eight different intelligences.
However, his hypothesis has beenreviewed over time and scholars arrived at 3 basic learning styles which are: Visual Auditory Kinesthetic/ Manipulative
Learning style is defined as the wayinformation is processed. It focuses on strengths, not weaknesses.There is no right or wrong learning style
BASIC LEARNING STYLESVisual learners learn by watching (they think in pictures). They call up images from the past when trying to remember. They picture the way things look in their heads. Forty percent of secondary students fall into this category.
BASIC LEARNING STYLES AUDITORY Auditory learners students learn by listening (lectures, discussions, tapes etc) and remember facts when they are presented in the form of a poem, song or melody.. They can sometimes have trouble reading, because they dont visualize well.
Remember by verbalizing lessons to themselves( if they don’t have difficulty reading maps or diagrams or handling conceptual assignments like mathematics)
They can sometimes have trouble reading, because they dont visualize well
KINESTHETIC/ TACTILE Kinesthetic learners learn best through movement and manipulation (viaexperience – moving, touching and doing). They like to find out how things work and are often successful in the practical in the arts, such as carpentry or design. These students make up 50 percent of secondary students and have difficulty learning in a traditional setting.
CONCLUSION Since not everyone remembers things the same way, it isimperative for a teacher to come up with as many “tricks” as they can to help their students. Songs, mnemonic devices, songs, diagrams, games, acronyms and analogies are some examples.