2. Introduction
Learning styles affect everyone. It is important to
study the different ways in which students process and
receive information in order to effectively teach all
children. The three most commonly referenced
categories of learning styles are visual, audio and
kinesthetic. This presentation will discuss ways by
which teachers can identify children with specific
learning styles. It will also provide information on
teaching methods best suited to reach children in each
category of learners.
SAJJAD AWAN PhD SCHOLAR
4. Learning Styles
• Visual – learn best by seeing
• Auditory – learn best by hearing
• Kinesthetic – learn best by doing
SAJJAD AWAN PhD SCHOLAR
5. Identifying Visual
Learners
• likes to look at books and pictures - stays with a book, not just
manipulating books on and off the shelves
• loves to look at orderly things - demands neat surroundings
• can find what others have lost and remembers where they have
seen things
• sees details - how you dress, if your slip is showing, errors in typing
• can find a page in a book or workbook readily - may have it half
done before the others start
• can't get directions orally (if the child is timid, will copy from others
rather than ask for more directions)
• likes to work puzzles
• probably will be able to make good pictures - at least ones with
good balance
• can set the table correctly and remembers where the dishes belong
in the cupboard
• may have a speech problem
• may watch teacher's face intently
• rarely talks in class or responds in as few words as possible
SAJJAD AWAN PhD SCHOLAR
6. Teaching Methods for Visual
Learners:
• Include diagrams, mind maps, word webs, visuals, and
other forms of graphic organizers.
• Teach students to use highlighters when going
through their notes.
• Teach students to create flashcards when studying for
tests and learning information.
• Try not to give only oral instructions before requiring
students to complete an assignment.
• Stay away from lecture without accompanying notes
and/or visuals.
SAJJAD AWAN PhD SCHOLAR
7. Identifying Auditory
Learners
• never stops talking
• tells jokes and tries to be funny
• can win spelling bee if taught "say-spell-say" method
• is a good story teller - they get taller and taller
• has poor handwriting, a history of reversals
• can remember what is said to him and repeat it accurately
• makes a good boss
• likes records, folk dances, rhythmic activities
• has ten excuses for everything
• knows all the words to all the songs
• can memorize easily
• has a poor performance on group intelligence tests
• seems brighter than group tests reveal
• has poor perception of time and spaceSAJJAD AWAN PhD SCHOLAR
8. Teaching Methods for
Auditory Learners• Provide students with oral along with written
instructions for assignments.
• Include whole group discussion in your class.
• Provide students with videos to complement the
written text.
• Allow time for students to read out loud or talk
through problems they might be having.
• Provide breaks from silent reading periods. Also,
realize that those who are strong in auditory learning
typically take longer to read a passage.
SAJJAD AWAN PhD SCHOLAR
9. Identifying Kinesthetic
Learners• move all the time
• touch and feel everything, rubs hands on walls, hallways, door
frames as he moves
• thumps buddies
• can take an item apart and put it back together
• enjoys doing things with his hands
• is well coordinated, good at sports
• frequently uses fists
• may make paper airplanes
• needs to use concrete objects as learning aids
• cannot rote count or sequence material without aids
• has difficulty establishing one-to-one relationships in number
values
• after age 6.5 is generally classed as an underachiever
• often described as a child who can't keep his hands to himself
• needs to explore his environment more than average for this
age
• is often considered hyperactive
SAJJAD AWAN PhD SCHOLAR
10. Teaching Methods for
Kinesthetic Learners• Vary instruction not only from day-to-day but also
within a single class period.
• Provide students with as many opportunities as your
curriculum warrants to complete hands-on work.
• Allow students to role-play to gain further
understanding of key concepts.
• Provide students with the opportunity to work in small
discussion groups as they study materials.
• If possible, plan a field trip that can help reinforce key
concepts.
• Allow students to stretch partially through the class if
they seem to become restless.
SAJJAD AWAN PhD SCHOLAR
12. Graphs or actual test results could also be displayed.
Good for use at beginning of school year!
Learning Style Bulletin Board
Have students complete learning style test
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13. Websites
•http://www.educ.uvic.ca/epls/faculty/rowles/301.htm
Discusses various types of learners; identification and teaching
methods.
•http://712educators.about.com/od/learningstyles/Learning_Styles.htm
Website with links to multiple sites on learning styles
•http://www.dyslexia-parent.com/mag30.html
Dyslexia website with article on multi-sensory learning
•http://www.housing.sc.edu/rsl/pdf/ASR/MultisensoryLearningstrategies.pdf
Wonderful site with multi-sensory learning strategies
•http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int
/index.htm
Online learning style test
SAJJAD AWAN PhD SCHOLAR
14. Printed Materials
• Teaching Every Student in the Digital Age: Universal Design for
Learning
David H. Rose & Anne Meyer
ASCD, 2002
Useful for teachers. Address’ the use of technology and discusses it’s
ability to meet all learning styles.
• Leap Frog books/system
Useful for students. Meets multi-sensory needs.
• Multi-sensory Environments
Pagliono
Lighting Source , 1999
Useful for teachers, especially those in spec. ed. Aides in creating a
multi-sensory environment.
• Multi-sensory Teaching of Basic Language Skills
Suzanne Carreker & Dr. Judith R. Birsh
Wonderful for teachers. Offers strategies and techniques along with
sound information on the concept and effectiveness of multi-sensory
teaching.
SAJJAD AWAN PhD SCHOLAR
15. References
• Rowles. (date unknown) Retrieved October 4, 2007 from
University of Victoria UVic Faculties & Programs
Website: http://www.educ.uvic.ca/epls/faculty/rowles/301.htm
• Kelley, M. (2007) Learning Styles Retrieved October 7, 2007 from
About.com
Website:
http://712educators.about.com/od/learningstyles/Learning_Styles.
htm
• Birsch, Judith R. Phd, Carreker, Suzanne (2005) Multi-sensory
Teaching of Basic Language Skills. Paul Brookes Publishing
SAJJAD AWAN PhD SCHOLAR
16. Conclusion
Teaching is a profession that has come a long
way in over the years. We now understand that
classrooms and methods are not one size fits all. It is
important that we teach to reach all students.
Teachers must incorporate multiple techniques while
teaching all lessons and standards. Creating a
classroom using multi-sensory teaching techniques
will address the needs of all learners. Computers are a
wonderful tool because they meet the needs of audio,
visual and kinesthetic learners.
SAJJAD AWAN PhD SCHOLAR
