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Strategies for Managing Multiple Learning Styles
The document discusses various learning styles and their implications for teaching, emphasizing that students learn differently based on biological, cognitive, social, and emotional factors. It outlines different models of learning styles, such as the VAK model, Kolb’s inventory, and Gardner’s multiple intelligences, and suggests pedagogic strategies tailored to each style. The conclusion highlights the importance of using diverse resources and strategies in teaching to accommodate individual learning preferences.
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Strategies for Managing Multiple Learning Styles
- 1. Pedagogic Strategies for Managing MultipleLearning Styles m nagaRAJU
- 2. Contents 01What are LearningStyles? 02 How do they arise? 03 Learning Styles 04 Pedagogic Implications nagaRAJU
- 3. Do our StudentsLearn Differently? Do all students learn the same way? What do these differences depend on? How does knowing these differences impact the teaching-learning process? nagaRAJU
- 4. nagaRAJU Are All OurStudents Alike?
- 5. Do our StudentsLearn Differently? Do all students learn the same way? Do they absorb, process, comprehend, retain information the same way? What do these differences depend on? Biological, cognitive, psychological, social, emotional, environmental factors. How does knowing these differences impact teaching-learning? nagaRAJU
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- 7. Learning preferences Teaching/Learning Materials Teaching Styles & methodology FactorsAffecting Learning Institutional environment nagaRAJU
- 8. Learning preferences Know YourLearners Cognitive factors Emotional factors Environmental factors nagaRAJU
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- 11. enjoy interaction; to makethe world better patient and reflective; to add to world’s knowledge practical & straightforward to make things happen enthusiastic and adventurous Innovative Analytical Commonsense Dynamic McCarthy’s Learner Types nagaRAJU Seek personal meaning Draw on facts Find solutions Synthesize information
- 12. Four Stages Reflective Observation RO ActiveExperimentation AE Concrete Experience CE Abstract Conceptualization AC Thinking Kolb’s Learning Styles Inventory Feeling Watching Doing nagaRAJU
- 13. practical, oriented towards facts Sensing preferwritten and spoken explanations. Verbal thinking through, working alone. Reflective Prefer visual representations Visual trying things out, working with others Active Inductive Sequential Intuitive Deductive nagaRAJU innovative proceed from specific to general proceeds from general to specific. linear, orderly, incremental holistic, learns in large leaps Global Felder-Silverman Learning Styles
- 14. Logical Mathematical Logic and numbers Verbal Linguistic Wordsand language Tactile Kinesthetic Body movement Musical Auditory Music and rhythm Gardner’s Multiple Intelligences Interpersonal Social Interact with people Visual Spatial Images and space Intrapersonal Solitary Self-awareness Naturalist Environment nagaRAJU
- 15. • Infographic StyleVisual Use reading, writing, stories, word games. Get the class to read aloud. Use acronyms, key words. Suggest they reread and rewrite. Incorporate quizzes. Let them discuss, teach. Strategies Verbal nagaRAJU poet, journalist, writer, teacher, lawyer, politician, translator
- 16. • Infographic StyleVisual Provide problem-solving tasks. Ask to interpret abstract information. Include critical thinking exercises. Provide statistics and facts. Provide evidence. Challenge them. Strategies Logical nagaRAJU researcher, accountant, mathematician, computer programmer, scientist
- 17. • Infographic StyleVisual Use visual aids, imagery, charts, videos Substitute words with picture words. Avoid large blocks of text. Emphasise key points in text. Narrate stories to help visualise. Create mind maps. Help visualise. Strategies nagaRAJU navigator, sculptor, architect, visual artist, interior designer
- 18. • Infographic StyleVisual Provide large space to write and draw. Provide hands-on experiences. Include problem-solving exercises. Use roleplays, worksheets. Suggest reviewing, rewriting. Teach each others. Strategies Tactile nagaRAJU actor, artisan, athletes, crafts
- 19. • Infographic StyleVisual Suggest audio books. Suggest listening to music. Allow recordings of your training. Allow loud reading. Use rhyming and music. Play relevant sounds. Strategies Musical nagaRAJU musician, disc jockey Singer, composer, music critic
- 20. • Infographic StyleVisual Promote collaborative learning. Facilitate discussion on concepts. Brainstorm ideas, compare ideas. Discuss and share stories. Include group work. Engage in a role-play. Strategies Social nagaRAJU researcher, theorist, philosopher, politician, salesperson, teacher, social worker
- 21. • Infographic StyleVisual Relate past learning to new concepts. Help them think and feel. Offer individual problem-solving. Explain outcomes of learning. Promote introspection. Help track their progress. Strategies Solitary nagaRAJU Counsellor, philosopher, critic, writer, statesman
- 22. • Infographic StyleVisual Show the ‘big picture’ to appreciate the little parts. Help finding patterns and link concepts. Relate to daily life, people and nature. Help identify and classify. Include experiments. Provide case studies. Strategies Naturalist nagaRAJU Photographer, natural scientist, adventurer, explorer
- 23. Identify their IntelligenceType nagaRAJU 1. Logical 2. Naturalist 3. Musical 4. Spatial 5. Intrapersonal 6. Interpersonal 7. Bodily 8. Verbal
- 24. What Learning StyleAre You? nagaRAJU 1. If you have to remember a new word, you most likely a) Picture the word in your mind b) Repeat the word aloud several times c) Trace the letters with your finger 2. You remember new people mostly by a) Their actions and mannerisms b) Their faces c) Their names 3. While in class, you would like to a) Take notes, even if you do not re-read them b) Listen intently to every word c) Sit up close and watch the instructor A, B, C Visual learner; B, C, B Auditory learner; C, A, A Kinesthetic learner
- 25. What Learning StyleAre You? nagaRAJU
- 26. http://www.educationplanner.org/stude nts/self-assessments/learning- styles.shtml What Learning StyleAre You? nagaRAJU MI and Learning Styles Test: https://www.psychologytoday.com/intl/te sts/iq/multiple-intelligences-learning- style-test
- 27. Strengths and Preference areNot the Same Teaching One Style doesn’t Work The Science is NOT Strong Enough Learning Styles Change Criticism nagaRAJU
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- 29. Every Student isan Individual nagaRAJU
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Editor's Notes
- #3 Why do we teach? Can we teach every student the same way? Why? Why not? Why are students different? (genetic make-up, previous learning experiences, culture and the society they live in) What are Learning styles? (ways in which people perceive, conceptualize, learn, organize and recall information) How can we integrate various learning styles? Examples for each learning style Theories of learning styles Simple tips and guidelines
- #4 The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments. Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
- #6 The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments. Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
- #7 The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. For example, when learning how to build a clock, some students understand the process by following verbal instructions, while others have to physically manipulate the clock themselves. This notion of individualized learning styles has gained widespread recognition in education theory and classroom management strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as well as one’s prior experience. It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments. Many degree programs, specifically higher level ones like a doctorate of education, integrate different learning styles and educational obstacles directly into program curriculum.
- #9 Students learn best when they perceive and process information in their own preferred styles. Knowing this will enable teachers to take human differences seriously, for any uniform educational approach is likely to serve only a minority of students. Teachers facilitate learning. They are not just information givers. The emphasis is on learning, not on teaching. Attitudes grow out of concepts, and these in turn will affect behavior. Overall patterns that provide direction to learning and teaching. Learning style can also be described as a set of factors, behaviours, and attitudes that facilitate learning for an individual in a given situation.
- #10 Educational psychologist Walter Burke Barbe and his colleagues. It is good to remember that not all learners fit exactly into one category. There is often overlap in learner preference when it comes to style, especially across subject matter and activity.
- #11 The reading/writing style is often confused with visual learning because reading/writing learners like to learn using the written word. This may seem like visual learning, but they are learners who express themselves through writing. They also enjoy reading articles and writing in diaries or journals. Your reading/writing learners may be experts with search engines and even old-school encyclopedias. They hunger for knowledge that they gather through reading. Supporting reading/writing learners: Most of the traditional educational system caters toward this type of learner. The reading/writing learner learns by researching, reading books and writing. They will usually be content to write an essay or create a written project. While these students may not be as vocal as auditory learners, they can express themselves well with the written word. Try to give the reading/writing learner time to write their answers and work through their thoughts on paper.
- #15 Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible - a sure sign that Gardner had created a classic reference work and learning model. Eighth - naturalist All individuals are capable of all intelligences but that some develop more than others.
- #16 Verbal Learning They use words and language. These learners have good hearing skills and normally are good at talking/speaking. They think in words rather than pictures. Their Skills Include listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the meaning of words, remember information, and can convince someone to see their point of view. Possible Career Interests Poet, Journalist, writer, teacher, lawyer, politician, translator Linguistic Cont’d How can I use my Linguistic Intelligence in school? Tell a story Tell a joke Write a poem, legend, play, or news article Conduct an interview Conduct research
- #17 Logical/Mathematical Learning Have the ability to use reason, logic (common sense) and numbers. These people think in patterns making connections between pieces of information. They are curious about the world around them, ask lots of questions, and like to do experiments. Their Skills Include problem solving, classifying and categorizing information, working to figure out the relationship of objects to each other, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes Logical-Mathematical Intelligence The ability to use numbers and to reason logically. Logical-Mathematical Cont’d Memorize things in a logical order Find fair and logical arguments in debates Use graphs and charts for presentations Translate a problem into a math formula Design and conduct an experiment
- #18 The instructor demonstrates these actions while having students watch and participate: Hold out your right arm. Make a 90 degree angle with your arm. Touch your thumb and forefinger. Put your fingers on your chin. The instructor puts his or her fingers on their cheeks. The result is pretty funny. Visual students do what the instructor does. Auditory students do as they hear. Some are confused. Visual/Spatial Learners Ability to see the visual. These people think in pictures and creating pictures in their head to help them remember information. Sometimes they enjoy looking at maps, charts, pictures, videos, and movies. Their Skills Include puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images. Visual-Spatial Intelligence The ability to interpret the world through images and pictures. Learns best through art, videos and movies, imagination games, mazes, illustrated books Visiting textbook on-line companion sites, bringing power point presentations to class, and taking notes along side them Reading the chapter ahead of time and taking notes while reading Taking notes during class and revising them as soon as possible after class Color coding main ideas and sub-topics Creating study aides such as note cards, drawing diagrams, making charts Recognizing visual learners: The visual learners in your classroom like to see and observe the things that they are learning about. Visual learners like to use pictures, diagrams and written directions to access information. This learning style has also been known as “spatial.” The students who are visual or spatial learners might draw, make lists or take notes in order to interact with and process information. Supporting visual learners: Some of the more traditional styles of teaching support visual learners, such as whiteboards or projecting information onto a screen. Assignments could ask learners to make pictures or diagrams. In addition, providing class notes or handouts that students can follow along with are a great way to integrate visual learning into your curriculum. Visual learners may have a tough time with lectures and could need more time to process information that they hear auditorily.
- #19 Bodily/Kinesthetic Learning Ability to control body movements and handle objects well. Try to do things that involve movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information (hands-on). Bodily-Kinaesthetic Intelligence The ability to use our body to learn / express ideas and feelings; the ability to use our body to make or change things through movement: dancing, running, jumping, building / creating Learns through role-play, drama, movement, activities, sports, and hands-on learning Bodily-Kinaesthetic Move around the classroom often Build or construct something Create a sequence of movement to explain or portray a concept / idea Use hands-on materials Plan and attend a field trip Play sports
- #20 Musical Learners Can make and appreciate music. These learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their Skills Include singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music Musical Intelligence The ability to think in music; to hear patterns and recognize, remember, and manipulate them Thinks through rhythms and melodies: Singing, whistling, tapping feet. Learns best when listening to or creating music Musical Interpret the messages / themes in songs Sing / rap a song that explains an idea Create a presentation with music Play instruments or sing at school Field trips to concerts Recognizing auditory learners: The auditory learners in your class learn best by listening and relating information to sound. These are students who prefer listening to a lecture or a recording rather than taking written notes. They may also be students who think out loud and speak through a concept in order to dive into it. Your auditory learners are most likely your most vocal students in class. They may also be the ones who read out loud to themselves. Auditory learners often repeat what a teacher has said to process what the directions are. Supporting auditory learners: Including a lot of time for discussion can support the auditory learners in your classroom. They want to hear what others have to say and share their own ideas in order to learn and process information. When you are giving a lecture, ask auditory learners to repeat what they have learned back to you. Call and response or question-and-answer processes can also benefit auditory learners. In addition, auditory learners appreciate watching videos about a topic and listening to audiobooks or recordings.
- #21 Interpersonal Learners These learners try to understand their own feelings, dreams, relationships with others, and strengths and weaknesses. Interpersonal Intelligence The ability to understand thoughts, feelings, and motivations of other people; the ability to interact well with others.
- #22 Intrapersonal Learning Their Skills Include seeing things from other perspectives, listening, understanding other people's moods and feelings, counseling, cooperating with groups, noticing people's moods, communicating both verbally and non-verbally, building trust, conflict resolution, create good relationships with others. Intrapersonal Intelligence The ability to understand one’s own thoughts, feelings, and reactions to others. Introspective. Examples: Philosopher Poet Counselor Learns through reflecting, setting goals, dreaming, being quiet, working at own pace, making choices Intrapersonal Work at own pace, make own decisions
- #23 Naturalist Intelligence The ability to connect with and respond to living beings (plants, animals), the natural world, and the environment. Thinks through interaction with nature and the environment: exploring the community, camping, organizing events Naturalist Organize / categorize information Care for pets, wildlife, gardens, or parks Participate in service learning Draw or photograph natural objects or the community Existentialist Intelligence The ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. A need to see the “Big Picture” in order to understand the smaller parts.
- #24 Gardner believes that every learner has particular ways of learning that they favor and often combine two or three of these ways of learning together.
- #29 As an educator, you should recognize your own learning preferences and be mindful to incorporate activities and opportunities for all types of learners to feel comfortable and engaged. Teaching the Multiple Intelligences try to assess individual styles attempt to plan lessons and units that address a variety of learning styles/intelligences provide resources for each of the different intelligences provide opportunities for students to present utilizing a variety of formats
- #30 As an educator, you should recognize your own learning preferences and be mindful to incorporate activities and opportunities for all types of learners to feel comfortable and engaged. Teaching the Multiple Intelligences try to assess individual styles attempt to plan lessons and units that address a variety of learning styles/intelligences provide resources for each of the different intelligences provide opportunities for students to present utilizing a variety of formats