Learning Styles Strategies
There has been plenty of research done on differing learning styles and intelligences in recent years and catering for all of these in our classes is a challenging assignment. But one size doesn’t fit all and every one of our students can learn and it is our responsibility to ensure that they do.
Breaking classes into different groupings is the most effective to ensure a high level engagement. There is considerable overlap in theories and strategies on offer and following is another way of classifying learning styles that may be helpful.
The following strategies combine
- what we know from Visual, Auditory and Kinesthetic Learning Styles
- with our understandings from Multiple Intelligences
Ask our students to identify the type of learner that best fits their strengths and then use the suggested strategies to make their best better and enjoy school more.
Rate yourself on each using 1. Not me, 2. Sometimes me, 3. Yes me
|
Active "People" learners |
|
|
I am strong in kinesthetic and interpersonal relations and intelligences |
|
|
In class I prefer group work, talking, doing, sharing, experimenting, trying things |
|
|
In class I struggle when a considerable amount of listening is required |
|
|
The best way to cater for me is in group work in class and use "Think, Pair, Share |
|
|
RATING |
|
|
Reflective "Personal" Learners |
|
|
I am strong in intrapersonal and logical intelligences |
|
|
In class I prefer to listen, ponder, think about things and formulate questions |
|
|
In class I struggle when there is no time allocated to think or ask questions |
|
|
The best way to cater for me is to have breaks in class for questioning, summarising and the "Six Thinking Hats" activity would suit me well |
|
|
RATING |
|
|
Formalised "Mechanical" Learners |
|
|
I am strong in logical and repetitive memory intelligences |
|
|
In class I prefer to learn facts, follow tried and proven practical methods, keep to formal procedures and relate to my world |
|
|
In class I struggle when you can't see connections, the subject material is taught theoretically rather than practically |
|
|
The best way to cater for me is to learn by example, practical applications to the world, set procedures to follow; the "KWHL Grid: activity would suit me well |
|
|
RATING |
|
|
Informal "Discovery" Learners |
|
|
I am strong in intrapersonal and feeling intelligences |
|
|
In class I prefer to discover meaning through discussion, making new connections, interpreting and making links |
|
|
In class I struggle with regimented procedures and memorising |
|
|
The best way to cater for me is to have discussion through "open" questioning - why - how ...; The "Issues Matrix: SWOT Analysis" and "PMI" activities suit me well |
|
|
RATING |
|
|
Visual "Seeing" Learners |
|
|
I am strong in visual intelligence |
|
|
In class I prefer to see flowcharts, diagrams, time lines, films, photos and teacher demonstrations for understanding |
|
|
In class I struggle when there is talk, talk, talk, talk thus requiring listening, listening, listening |
|
|
The best way to cater for me is to use "visuals" such as DVD’s, podcasts, films, diagrams and flowcharts; the "Idea Map" activity would suit me well |
|
|
RATING |
|
|
Verbal "Talking" Learners |
|
|
I am strong in linguistic intelligence |
|
|
In class I prefer to discuss issues, write summaries, create outlines and listen to explanations |
|
|
In class I struggle when you have to watch, listen and not have an opportunity to discuss or summarise |
|
|
The best way to cater for me is to have time in class for discussion, explanation, and teaching/mentoring other students; the "Think, Pair, Share" activities would suit me well |
|
|
RATING |
|
|
Environmental "Relating" Learners |
|
|
I am strong in naturalistic intelligence |
|
|
In class I prefer when learning is related to real life situations and personal experiences |
|
|
In class I struggle when the subject materials is taught with no relation to my environment or experiences |
|
|
The best way to cater for me is to go on excursions and have time in class to brainstorm and relate the learning to my experiences and my environment; the Y diagram would suit me well |
|
|
RATING |
|
Using these strategies is studying smarter and will make our students best better.
"Horses for courses" Anon