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1. Student Success Center
Learning Styles Workshop
Student Success Center
LT 308, 314, 315

2. Learning Styles

3. Each style of learner uses a different area of the brain, but many styles overlap. For example,
someone can be both a visual and a logical learner. Each of the styles is also either a social or a
solitary learner.
https://www.youtube.com/watch?v=3_bQUSFzLI4
A look at the three main learning styles:

4. Each style of learner uses a different area of the brain, but many styles overlap. For example,
someone can be both a visual and a logical learner. Each of the styles is also either a social or a
solitary learner.
Five Learning Styles + Two Learning Types
1. Visual Learners: relate to and use pictures, images, and spatial understanding
2. Auditory Learners: relate to and use sound and music
3. Verbal Learners: relate to and use words, both in speech and writing
4. Physical Learners: relate to and use the body, hands, and sense of touch
5. Logical Learners: relate to and use logic, reasoning, and systems
1. Social Learners: prefer to work with groups and others
2. Solitary Learners: prefer to work alone and use self-study
Each style of learner uses a different area of the brain, but many styles overlap. For example,
someone can be both a visual and a logical learner. Each of the styles is also either a social or a
solitary learner.

6. Visual Learners:
• Use color, maps, and layouts
• Mind maps and systems diagrams are helpful
• You may hear them say, “Let’s look at it
differently,” “Let’s draw a diagram or map,” or
“Let’s get a different perspective”
Auditory Learners:
• Use sound, rhyme, and music
• Make use of rhythm and rhyme in
mnemonics or acrostics
• You may hear them say, “That rings a bell”
or “That sounds about right”
Verbal Learners:
• Incorporate more speaking and writing in
techniques
• Talk through steps
• Use rhyme and rhythm in mnemonics
• Scripting, either written or spoken and
recorded with a phone is helpful
• Make reading dramatic and varied—not
monotone
• You many hear them say, “The word you’re
looking for is,” “In other words,” “Let’s talk
later,” or “Tell me word for word”
Physical Learners:
• Use hands-on learning
• Reference how things feel-texture
• Use physical objects-flashcards and models
• Writing and drawing are physical activities
• Use large paper and lots of color for diagrams
• Use role-playing, either with a group or alone
• Breathing and relaxation practices can help them
focus
• You may hear them say, “Stay in touch,” “I have
good feelings about this,” or “My gut is telling me”

7. Logical Learners:
• Provide an understanding of the reasons behind content and skills
• Instead of memorization, links between systems should be explored
• Create lists of key points
• Make use of systems thinking to understand links within systems
• May need refocusing—logical learners tend to overanalyze and can get lost in
too much focus, stalling the learning process
• You may hear them say, “That’s logical,” “Let’s make a list,” “Follow the process
or rules,” or “There’s no pattern to this”
In this picture, Auburn has just
scored a touchdown. Each time a
touchdown is scored, the
cheerleaders run down the end
zone with the flag.
How would each learning style
learn this information?

8. Visual Learners:
• Use color, maps, and layouts
• Mind maps and systems diagrams are helpful
• You may hear them say, “Let’s look at it differently,”
“Let’s draw a diagram or map,” or “Let’s get a
different perspective”
Auditory Learners:
• Use sound, rhyme, and music
• Make use of rhythm and rhyme in mnemonics or
acrostics
• You may hear them say, “That rings a bell” or
“That sounds about right”
Verbal Learners:
• Incorporate more speaking and writing in
techniques
• Talk through steps
• Use rhyme and rhythm in mnemonics
• Scripting, either written or spoken and recorded
with a phone is helpful
• Make reading dramatic and varied—not
monotone
• You many hear them say, “The word you’re
looking for is,” “In other words,” “Let’s talk later,”
or “Tell me word for word”
Physical Learners:
• Use hands-on learning
• Reference how things feel-texture
• Use physical objects-flashcards and models
• Writing and drawing are physical activities
• Use large paper and lots of color for diagrams
• Use role-playing, either with a group or alone
• Breathing and relaxation practices can help them
focus
• You may hear them say, “Stay in touch,” “I have
good feelings about this,” or “My gut is telling me”

9. Logical Learners:
• Provide an understanding of the reasons behind content and skills
• Instead of memorization, links between systems should be explored
• Create lists of key points
• Make use of systems thinking to understand links within systems
• May need refocusing—logical learners tend to overanalyze and can get lost in
too much focus, stalling the learning process
• You may hear them say, “That’s logical,” “Let’s make a list,” “Follow the process
or rules,” or “There’s no pattern to this”

10. Two Learning Types
Social Learners:
• Work with others as much as
possible
• Study with a class
• Form study groups
• Role-play
• Share assertions and
visualizations with others
• Share reviews and checklists
• You may hear them say, “Let’s
work together on this,” “We can
work it out,” or “Help me
understand this”
Solitary Learners:
• Often afraid/too shy to ask questions but often
get clarification with a group that they can’t get
alone
• Set clear objectives, goals, and plans as well as
reasons for those objectives, goals, and plans—
the reasons need to be aligned for these
learners
• Make topics personally interesting
• Keep a log or journal about which techniques
are helpful
• Modeling, role-playing alone or with others,
and visualizations are helpful
• You may hear the say, “I’d like some time to
think it over,” “This is what I think or feel about
that,” or “I’ll get back to you on that”

11. What is YOUR Learning Style?
Let’s find out…
http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

12. Questions?
Student Success Center LT 308, 314, 315 http://www.trenholmstate.edu/current-students/currentstu_ssc.cms