Presentation on theme: "1 LEARNING STYLES. Ask yourself what comes to mind when you hear the word „dog” 2 Some people see a picture of an animal … Others hear a bark … While."— Presentation transcript:
1 LEARNING STYLES
Ask yourself what comes to mind when you hear the word „dog” 2 Some people see a picture of an animal … Others hear a bark … While others remember feeling of the dog’s …
3 DRAW WHAT YOU SEE
4 DRAW WHAT YOU HEAR
DRAW ALONG 5
We communicate and process the information differently…This is what this workshop is all about… 6
7 Did you know that students retain: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do!!
8 Multi-sensory approaches work well because of the way our brain is organized. When we learn, information takes one path into our brain when we use our eyes, another when we use our ears, and yet another when we use our hands. By using more than one sense, we bombard our brain with the new information in multiple ways. Thus, we learn better!!
9 Three Major Learning Styles By Glover (August, 2004) Visual learners: seeing words, pictures, directions Auditory Learners: listening to tapes, conversation, words with music Kinesthetic & Tactile Learners: getting fully involved in role plays and field trips
WORKING OUT LEARNING STYLES Watch where the eyes move: Up = Visual Side to side = Auditory Down =Kinesthetic Listen to the words we use: Visual: ‘Look at me’, ‘I see what you mean’, ‘I can’t picture it’ Auditory: ‘Listen to me’, ‘I hear what you are saying’, ‘Sounds good’ Kinesthetic: ‘Come to me’, ‘I feel for you’ Ask directions Visual: uses maps, draws maps Auditory: just tells you Kinesthetic: takes you there Seating in cinema Visual: middle Auditory: sides Kinesthetic: back 10
USE LEARNING STYLES INVENTORY 11
12 1. Visual learners: Can make movies in their minds of information they are reading Pay close attention to body language Easily understand information presented in charts, pictures, or diagrams Have a keen awareness of aesthetics Can easily recall printed information Good with visual symbols Comfortable with books and graphics May forget names, but remember faces Prefer face- to-face meetings Are distracted by untidiness or movement
A mind map of a visual learner 13
14 2. Auditory Learners Learn best by hearing Have strong oral communication skills Accurately remember details from conversations Can hear tones, rhythms, and notes of music Tend to be talkers Sound out words Forget faces, but remember names and what you talked about Prefer the telephone Prefer verbal directions Become distracted by sounds or noises Enjoy rapping!
15 3. Kinesthetic or Tactile Learners Learn best by doing Were labeled as hyperactive Are well coordinated Able to disassemble and reassemble things Ignore directions and figure it out as they go along Jump right in and try activities Prefer action stories and may not be keen readers Write words down to see if they feel right Gesture and use expressive movements Learn best by using their hands Enjoy role play!
16 What does this mean for teachers? For students?? What types of activities should teachers try to enhance student learning? What tips can teachers give students?
Glover (August, 2004) provides suggestions for the 3 types of learners that follow: 17
18 (a) Instructional Strategies for Visual Learners Keep the study environment clutter free Highlight and write as you study. Use different colors to select and organize Always write down what you need to remember Make class notes visual with drawings, spacing, symbols, etc. Use charts and pictures to study Recall information by visualizing text pages, notes, or study cards. Make recall cues as visual as possible with capital letters, colors, and illustrations When solving problems, draw or illustrate the problem and solution
19 (b) Instructional Strategies Auditory Learners Recite aloud as you study Attend all class lectures Tape record lectures in addition to taking notes and play them in your car Study in groups or with friends Talk to yourself – describe diagrams or practice answering test questions out loud Recite study cards into a tape recorder and play it back Talk yourself through the steps of a problem Recall information during exams by hearing yourself recite in your head
20 (c) Instructional Strategies for Kinesthetic Learners Use as many of your senses as possible when you study Move around when you study – put study cards on the floor and recite them as you move around the room Study in small frequent chunks Use a timer to set study periods. Start with short times and work up. Take a break when the timer sounds Study with another kinesthetic person When solving problems, move around and manipulate items to represent parts of the problem When taking tests try to feel how you stored information by remembering what you physically did as you studied
COMENIUS PROJECT TASKS 21 Visual learners: present data in charts,diagrams take photographs for the articles prepare multimedia presentations work on the layout Auditory learners: do interviews braintsorm ideas for the articles take part in discussions use recordings (Audacity) Kinesthetic learners: do experiments take part in excursions, trips take notes participate in team activities
References Glover, D. (August 2004). Learning Styles : What Tutors Need to Know. Retrieved February 15, 2006, from CHRISTISON, M. A. Learning styles and strategies. In D. Nunan (Ed.). Practical English Language Teaching. New York: McGraw Hill, DUNN, R., K DUNN AND G. E. PRICE. The learning style inventory. Lawrence, KS: Price Systems, KEEFE, J. W. Student learning styles: Diagnosing and prescribing programs. Reston, VA: National Association of Secondary School Principals, Villems, A.Learning Styles. Retrieved February 20, 2006, from Yukhina, E.How Designers Think, Cognitive & Learning Styles. Retrieved February 16, 2006, from CognitiveStyles.ppthttp://www.arch.usyd.edu.au/~john/DESC9099- CognitiveStyles.ppt 22
23 Prepared by the Comenius team from Gimnazjum im. Polskich Olimpijczyków, Kraszewice, Poland November 2011 ‘This project has been funded with the support from the European Comission.This publication reflects the views only of the author, and the Comission cannot be held responsible for any use which may be made of the information contained therein’