This document discusses learning styles and provides information on different learning styles including visual, auditory, kinesthetic, tactile, active, reflective, sequential, and global learners. It describes the characteristics and preferred teaching aids/strategies for each learning style. The conclusion states that modern technology has helped address different learning styles and removed gaps between learners with and without disabilities.

1.  MEANING OF LEARNING
 DEFINITION OF LEARNING
 PURPOSE OF LEARNING
 CHARACTERISTICS OF LEARNING
 LEARNING PROCESS
 LEARNING STYLES
 COMPARING LEARNING STYLES
 TEACHING AIDS FOR DIFFERENT LEARNING STYLES
 BALANCED LEARNING EXPERIENCE
 IDENTIFYING THE LEARNING STYLE
 CONCLUSION
 BIBLIOGRAPHY

2.  It occupies an important place in the
school programs.
 The change in behaviour of
the individual brought about
by experience.
 It is an enrichment
of experience.
 Learning = Organism X Environment

3.  According to Wooworth R.S. “any activity can be called
learning so far as it develops the individual and makes his
behaviour and experiences different from what that would
otherwise have been.”
 According to Henry P. Smith “learning is the acquisition of new
behaviour or the strengthening or wreaking of old behaviours
as the result of experience.”
 According to Gates and other “learning is the modification of behaviour
or the experiences.”

4.  Acquisition of knowledge :- It indicates perception, conception
and associative learning.
 Acquisition of skills :- It indicates writing, reading, art, drawing,
handwork, musical performances, verbal fluency and other which
involves sensory-motor process.
 Acquisition of attitudes and ideals :- It indicates the behaviour that
come under affective domain.

5.  LEARNING IS ADJUSTMENT
 LEARNING IS ORGANISING EXPERIENCE
 LEARNING IS PURPOSEFUL
 LEARNING IS INTELLIGENT
 LEARNING IS ACTIVE
 LEARNING IS BOTH INDIVIDUAL AND SOCIAL
 LEARNING IS THE PRODUCT OF ENVIRONMENT
 LEARNING IS MATURATION
 LEARNING IS UNIVERSAL AND
CONTINUOUS

6. SUSSESSFUL
ATTEMPTS
MOTIVE
NEEDS
UNSUSSESSFUL
ATTEMPTS
B
A
R
R
I
E
R
S
GOAL

7.  Active learners :-
 Retain and understand information best by
discussing it, applying it or explaining it to
others.
 “Let’s try it out and see how it works.”
 Prefer group work.
 Finds it difficult to sit in lectures just taking notes; requires
interaction.
 Strategies :-
 In classes that allow little time for discussion or
problem solving activities, compensate for
these lacks when you study.

8.  Study in a group, with members taking turns to explain different
topics.
 Work with others to “guess” what will be potential exam
questions and figure out the answers.
 You will always retain information better if you find ways to do
something with it.

9.  Reflective learners : -
 Retain and understand information best by thinking
about it first.
 “let’s think it through first.”
 Prefer working alone.
 Needs thinking time during lectures.
 Strategies : -
 In classes that allow little or no time for thinking about new
information, compensate for this when studying.
 Don’t just read or memorize the material.

10. It might be helpful to write short summaries of readings or class
notes in your own words.

11.  Sensing Learners : -
 Like to learn facts.
 Like to solve problems using well established
methods and dislike complications and surprises.
 Tend to be patient with details and are good at memorizing facts
and doing hands on work.
 Do not like courses that have no apparent connections to the
real world.

12.  Strategies : -
 Remember and understand information best by seeing how it
connects to the real world.
 Ask for specific examples of concepts and procedures, and find
out how the concepts apply in practice.
 If enough specifics are not there, try to find them in
recommended text, or by brainstorming with classmates.

13.  Intuitive learners : -
 Prefer discovering possibilities and relationships.
 Like innovation and dislike repetition.
 May be better at grasping new concepts and are more
comfortable with abstract material and mathematical
formulations.
 Tend to work faster and are more innovation but may be careless.
 Do not like courses that involve a lot of memorization and routine
and routine calculation.
 Strategies : -
 Ask for interpretations for theories that link the facts,
or try to find the connection yourself.

14.  Prone to careless mistakes during exams.
 Allocate time to read the entire question before answering and
be sure to check your calculations and results.

15.  Verbal Learners : -
 Remember best what they see:
i) pictures
ii) diagrams
iii) demonstrations
 Strategies : -
 Try to find diagrams, sketches, schematics.
 Use concept map to list key points.
 Colour code your notes with highlighter.

16.  Verbal Learners : -
 Gets more out of words, either written or spoken
explanations.
 Strategies : -
 When studying, write summaries or outlines
of course material in own words.
 Write in groups where members explain
concepts and ideas.
 Do the explaining.

17.  Sequential learners : -
 Gain understanding in small sequential, logical
steps.
 Tend to follow logical stepwise paths while
problem solving.
 Know a lot about specific aspects but find trouble
in relating them.
Strategies : -
 Ask to fill in the skipped steps by consulting
references.

18.  Take time to outline lecture material in a logical order.
 Try to strengthen global thinking skills by relating each new
topic studied.

19.  Global learners : -
 Seem to learn in large jumps, absorbing materials
almost randomly without seeing connections,
then suddenly “getting it.”
 May be able to solve complex problems.
 May have severe difficulties in solving
problems when they have not grasped
everything.
 May have difficulty in explaining their
knowledge.

20.  Strategies : -
 When studying, quickly skim over the material first to get an
overview before delivering into the details.
 Cover individual subjects in large blocks rather than
spending a short time on every subjects.
 Try to relate the subject to things you already know.

22. TYPES OF
LEARNER
TEACHING AID
VISUAL Charts, graphs,
diagrams, and flow
charts
Sight words
Flashcards
Visual similarities and
differences
Pictures and graphics
Maps
Silent reading
Written instructions
Computer assisted
learning
TYPES OF
LEARNER
TEACHING AID
AUDITORY Discussion, dialog,
debate
Memorization
Phonics
Oral reading
Hearing anecdotes or
stories
Listening to tapes or
CDs
Cooperartive learning
groups

23. TYPES OF
LEARNER
TEACHING AID
KINESTHE
TIC
Playing games
Role playing
Read body
language/gestures
Mime
Drama
Learn or memorize while
moving (pacing,
stationary bike, finger or
whole body games)
TYPES OF
LEARNER
TEACHING AID
TACTILE Learning by doing
"Hands-on"
Creating maps
Building models
Art projects
Using manipulative
Drawing, designing
things
Writing / tracing

24. TYPES OF
LEARNER
TEACHING AID
ACTIVE Prefer "doing, discussin,
explaining" vs listening
and watching
Prefer active
experimentation
Like acting and role
playing
Like team competition
TYPES OF
LEARNER
TEACHING AID
REFLECTIV
E
Tend toward
deductive learning
Prefer reflective
observation
Intrapersonal skills
valued
Journals
Learning logs

25. TYPES OF
LEARNER
TEACHING AID
GLOBAL Interpersonal
connection important to
them
Stories and anecdotes
Seeing the "whole"
rather than in parts
Highly interesting
project and materials
Functional games and
activities
Think-pair-share; Praise-
question-polish
Teacher feedback;
person-to-person
communication
TYPES OF
LEARNER
TEACHING AID
ANALYTIC
AL
Intrapersonal skills
valued
Journals
Learning logs
Sequentially
organized material,
timelines, diagrams
Moving from "part" to
the "whole"
Puzzles, logic games

26.  SENSORY-INTUITIVE : - Provide both hard facts and general
concepts.
 VISUAL-VERBAL : - Incorporate both visual and verbal cues.
 ACTIVE-REFLECTIVE : - Allow both experimental learning and
time for evaluation and analysis.
 SEQUENTIAL-GLOBAL : - Provide detail in a structural way, as
well as the big picture.

27. There are so many aids and methods which
has helped learning to a great extent. It is
because of the modern technology in this
era which has made the impossible task
possible by equating all the learners. The
modern trends has removed the gap
between learners with disabilities and made
them stand by the side in the same row
which they were not eligible to stand.

28.  Blackmore, J. (1996). Pedagogy: Learning styles [Online]. Available:
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Canfield, A. (1980). Learning styles inventory manual. Ann Arbor, MI:
Humanics Media.
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 Dowdall, R. J. (1991). Learning style and the distant learner.
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 Gee, D. G. (1990). The impact of students' preferred learning style
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 Gibson, C. C. (1998). The distance learners academic self-concept. In C.
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