Download Module Five—Learning Styles

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Module Five—Learning Styles
Definition
Learning style is the way individuals concentrate on, absorb, and retain new or difficult information
or skills. It is NOT the materials, or strategies that people use to learn: those are the resources that
complement each person’s style. Style comprises a combination of environmental, emotional,
sociological, physical, and psychological elements that permit individuals to receive, store, and use
knowledge or abilities.
Each person learns differently, at a different rate, using different learning styles. Everyone has a
learning style, just as everyone has a preferred hand for writing. One’s learning style, when
accommodated, can result in improved attitudes toward learning and an increase in academic
achievement by lessening frustration and improving understanding. By identifying an individual’s
learning style, one can become a better learner—“study smarter, not harder”. Learning styles do not
reflect levels of achievement or academic ability. No one style is better than the other.
Elements of Learning Style
These factors can influence learning style in both positive and negative ways. Once a dominant
learning style has been determined the components of these elements should be taken into
consideration as a means to empower the learner to achieve greater success.
Environmental: sound, light, temperature, room design
Emotional: motivation, persistence, responsibility
Sociological: self, pair, peers, team, adult, varied
Physical: perceptual, intake, time, mobility
Psychological: global/analytic, right brain/left brain, impulsive/reflective
Major Learning Styles--Barsch
Visual: Learners with this as their dominant learning style learn best when information is presented
visually and in a picture or design format. In a classroom setting, they benefit from instructors who
use visual aids such as film, video, maps, charts, notes written on a board or overhead, or even
PowerPoint presentations. They often like to work in a quiet room and may not like to work in
study groups. Visualization helps memory and retention for these learners. They are often list
makers and generally have good organizational skills. They are sometimes distracted by movement
or action in the classroom, but tend to be unaware of noise. They may remember faces but will
forget names.
Auditory: Learners with this style learn best when information is presented in an oral language
format. In a classroom setting, they benefit from listening to lecture and participating in
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discussions. Audiotapes, reading material out loud, and oral recitation of material work well for
memory and retention. These learners do well working out solutions or problems by talking them
out or role-playing. They are easily distracted by noise and often need to work where it is relatively
quiet. They may remember names but forget faces.
Tactile/Kinesthetic: These learners work best when they are physically engaged in a “hands-on”
activity. In the classroom, they benefit from lab settings, demonstrations, or projects where
materials can be manipulated to discover and learn new information. These students often have high
energy levels; they think better while moving. They may take notes, but often need to draw or
doodle to remember and retain information. Field trips are a must for these learners. They probably
will not remember faces or names unless there has been a physical association, such as shaking
hands or playing on the same team. These are the “movers and shakers” of learners.
STRATEGIES
Visual Learners
1. Use graphics for notes and review sheets to reinforce learning: diagrams, charts,
illustrations, slides, time lines, outlines, maps, videos; graph paper with large squares or
computer-generated tables or charts work well.
2. Color code key words, symbols, diagrams, ideas.
3. Write out sentences and phrases that summarize key information from textbook or notes;
write out explanations for information on charts or graphs.
4. Make use of computer word processing by rewriting notes, then use as a study guide; use of
outline feature also works well.
5. Make flashcards of vocabulary words and concepts that need to be memorized. Use
highlighter pens to emphasize key points on the cards. Limit the amount of information per
card so you can make a mental picture of the information.
6. Translate words and ideas into symbols, pictures, cartoons as visual reminders.
7. When learning mathematical or technical information, make charts to organize the
information. When a math problem involves a sequence of steps, draw a series of boxes,
each containing the appropriate bit of information in sequence. Also try to write out in
sentences and key phrases your understanding of the material; when a problem involves a
sequence of steps, write out in detail how to do each step.
8. Visualize spelling of words or facts to be memorized; use other visual mnemonics.
9. Before an exam, make visual reminders using sticky notes containing key words and
concepts and place them in highly visible places—on the bathroom mirror, notebook, car
dashboard, car keys, glasses case, backpack, lunch sack.
10. Study in a clutter-free environment.
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Auditory Learners
1. Record class lectures to listen to repeatedly, such as in the car while traveling.
2. Read text and notes out loud.
3. Join a study group or work with a “study buddy” to discuss and review material orally.
4. Study in a quiet place; if you must have music, try turning the volume down a little each day
until you are used to the silence; on the other hand, if the silence becomes distracting, try soft
background music.
5. When learning mathematical or technical information, “talk your way” through new
material. State the problem in your own words. Reason through solutions to problems by
talking out loud to yourself or a study partner. To learn a sequence of steps, write them out
in sentence form and read them out loud.
6. In spelling a word, say it aloud. Close your eyes, spell it again aloud, now write the word
while trying to hear it in your mind.
7. Have test questions read aloud or put on tape; ask about taking a test orally so answers are
given verbally instead of in writing.
8. Make up a song using subject matter or key words; rhymes also work well to remember
facts, dates, names, etc.
Tactile/Kinesthetic Learners
1. Incorporate physical activity into learning by moving around when studying, using fingers to
name off ideas or items for review, reading aloud, listening to audio tapes of material while
exercising.
2. Sit near the front of the room and take notes throughout lectures. Jot down key words and
draw pictures or make charts or diagrams to help remember information you are seeing and
hearing.
3. Make learning tangible (hands-on) by making models, working in a lab setting, copying
notes onto a chalkboard or other large writing surface; typing notes on a computer also
reinforces memory.
4. Take frequent breaks in study periods. Try to “beat the clock”—set up 30-minute study
sessions and cover a specific amount of information in that time.
5. To learn a sequence of steps, make flashcards for each step. Arrange the cards on a tabletop
to represent the correct sequence. Put words, symbols, or pictures on the cards; use
highlighters to color code important points. Rearrange cards out of sequence and practice
putting them back in correct order.
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6. Trace letters or words to learn spelling and remember facts.
7. Use music, drama, dance, gymnastics, sports to express and to reinforce learning.
8. Participate in a study group where you will be able to use a multisensory approach—
discussion, writing, reading, moving.
9. Select instructors who encourage class discussions, role-playing, or other interactive
learning.
LEARNING STYLES SUMMARY
Visual
Auditory
Kinesthetic
1. Absorbs
primary
information by:
Reading & watching
Conversing and
hearing
Movement,
touching,
experience
2. Learns by:
Being shown,
demonstrations,
written information
Listening, hearing
instructions
Hands-on,
direct action
3. Memorizes by:
Reading & writing
Saying what is
heard over & over
Doing action
repeatedly
4. Remembers by:
Recalled images
of the word;
graphics
Recalling facts
and names (rote
memorization)
5. Distracted by:
Visual
Visual disorder
What was
done (not
what was
said or seen)
Auditory
Kinesthetic
Random sounds
Inability to
move
6. In a new
situation:
Looks around,
examines the
situation
Talks about the
pros and cons
Does not
read any
instructions
7. Places
particular
emphasis on:
Written work
Spoken word
Actions and
feelings
BRAIN MATTERS
The brain is composed of two hemispheres, the left and the right. The corpus collosum integrates
the left side and the right side providing a communication path for the transmission of learning and
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memory. The right hemisphere controls left motor and sensory activity and is the location of spatial
relationships, artistic expression and visualization. The left hemisphere controls the right motor and
sensory activity and is the location of reacting, language, and handwriting. The left hemisphere also
has the centers for speech and hearing. Each side has particular characteristics:
Left Hemisphere--Rational
Responds to verbal instructions
2. Problem solves by logically and
sequentially looking at the parts
of things; processes from parts
to whole
3. Looks at differences
4. In planned and structured
5. Prefers established, certain
information
6. Prefers talking and writing
7. Prefers multiple choice tests
8. Controls feelings
9. Prefers ranked authority
structures
10. Reality-based; must have
and know rules and consequences; sees the world
as black or white
Right Hemisphere—Intuitive 1.
1. Responds to demonstrations
2. Problem solves with hunches
looking for patterns and
configurations; processes
from whole to parts
3. Looks at similarities
4. Is fluid and spontaneous
5. Prefers elusive, uncertain
information
6. Prefers drawing and
manipulating objects
7. Prefers open-ended questions
8. Free with feelings
9. Prefers collegial authority
structures
10. Fantasy-oriented; desire to
change all situations; often
not aware of problems;
creative; sensitive
ADULT LEARNERS
As the workforce needs change in today’s society, more adults are attending college either as firsttime students or as returning students needing additional skills. While the three basic learning styles
still apply, adults have additional learning styles based on the characteristics, motivations, and
barriers to education of adult learners.
Adult learners learn best in a democratic, participatory and collaborative environment. Their chief
motivation to learn comes from within. They simply are not young learners in a grown-up form.
Most adult learners must see relevance in what they are studying; they want material that is selfdirected and problem-centered. Tutors need to take adult characteristics and motivations in mind as
they plan and conduct tutoring sessions.
Characteristics
1.
2.
3.
4.
Students are self-reliant and can learn at their own pace.
Students are voluntary learners and must feel they have something to offer.
Adult learners will learn only what they perceive to be relevant.
Adult learners are more realistic and less tolerant of non-meaningful learning; they do not
require “busy work” to learn.
5. Adults have gained life experiences and wish to communicate these thoughts as they relate to
the subject matter.
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6. Adult learners may need more time to do and understand certain tasks; be patient and give
more detailed explanations.
7. Adult learners are adults and want to be treated as such; do not talk “down” to them—they
know what they want and need.
Motivations
1. To make or maintain social relationships.
2. To meet external expectations, such as upgrading skills for the workplace.
3. To learn to better serve others, such as managers who must learn CPR or professional
development in the area of customer service.
4. To further professional advancement.
5. To escape ordinary circumstances or provide outside stimulation.
6. To learn for the sake of learning.
Barriers
1.
2.
3.
4.
5.
6.
7.
8.
Many other responsibilities (families, careers, social commitments)
Lack of time
Lack of money
Lack of child care
Scheduling problems
Transportation problems
Insufficient confidence or self-esteem
Having to learn, if told by employer to keep job; not being ready or interested
OTHER LEARNING STYLES
KOLB—Learning styles develop along a continuum that one moves through over time, running
from:
1. Concrete experience: Being involved in a new experience
2. Reflective observation: Watching others or developing observations about one’s own
experience
3. Abstract conceptualization: Creating theories to explain observations
4. Active experimentation: Using theories to solve problems, make decisions
Some suggested activities for working with students with these learning styles are:
1. For the concrete experiencer: offer laboratories, field work, observations or trigger films
2. For the reflective observer: use logs, journals, or brainstorming
3. For the abstract conceptualizer: lectures, papers, and analogies work well
4. For the active experimenter: offer simulations, case studies, and homework
GARDNER’S Multiple Intelligences—Seven areas that affect learning and their chief
characteristics:
1. Verbal/Linguistic—works best with words
2. Logical/Mathematical—likes to ask questions; has to know why
3. Visual/Spatial—needs pictures or other visual images
4. Musical/Rhythmical—sees patterns; memorizes by rhymes/mnemonics
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5. Body/Kinesthetic—learns best with activity incorporated
6. Interpersonal—enjoys group work; very social
7. Intrapersonal—prefers to work alone; very private
MYERS-BRIGGS—Incorporates four main areas with two categories under each area:
I.
Energy Source
Extraversion (E)
Introversion(I)
Prefers action/interaction over reflection
Prefers reflection over action
Talks things over to gain understanding
Thinks things through to gain
understanding
Prefers oral communication
Prefers written communication
Takes initiative in social/work situations
Likes working alone or with
only one or two others
Gets involved in social activities to
Spends time alone to
re-energize
re-energize
II.
Taking in Information
Intuition (N)
Looks for patterns and
Relationships
Focuses on what lies beneath
the surface
Future-oriented
Comfortable with complexity
Concentrates on the big picture
Sensing (S)
Gathers facts and details
Focuses on five senses
Present-oriented
Comfortable with routine
Concentrates on specific details
III.
Thinking (T)
Bases decisions on logical analysis
Feeling (F)
Bases decisions on personal
values
Sympathetic
Perceived as compassionate
Guided by personal beliefs
Wants things to be harmonious
Analytical
Perceived as reasonable
Guided by cause-effect reasoning
Wants things to be fair
IV.
Judging (J)
Makes decisions in order to obtain
closure
Scheduled and systematic
Completes one project before
Beginning another
Commits quickly to plans/decisions
Often finishes tasks before deadline
Making Decisions
Everyday Living
Perceiving (P)
Takes in all available information before deciding
Spontaneous and casual
Enjoys working on several
projects simultaneously
Flexible, likes to keep
options open
Often finishes tasks right at
deadline, or needs extension
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SUMMARY
It is important for tutors (and students) to have a fundamental understanding of learning
styles. This foundation will help you:
 Determine why you tutor (or learn) the way you do. A good tutor must know
his/her own strengths and weaknesses, as well as have a basic understanding of
the way his/her tutee prefers to learn.

Recognize how your personality type affects your tutoring style. It is easy to
teach people like yourself; teaching someone with an opposing personality or
learning style can be more difficult without awareness.

Develop strategies to help tutor people with different learning styles.

Recognize how you affect (and sometimes unintentionally irritate) others and
they you. Irritation cuts down on motivation and effective tutoring and
learning.

Provide the most productive learning/learner environment possible.