Learning Styles Visual Learners Auditory Learners Tactile/Kinesthetic Learners. Visual Learner Characteristics Visual learners are those who learn through seeing things. A visual learner: Is good at spelling but forgets names Needs quiet study time
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Auditory Learners are those who learn best through hearing things
Nelson and colleagues (1993) examined the effects
of a learning style intervention with more than 1,000 college students.
This investigation revealed significantly higher grade-point-averages
and improved attitudes for students made aware of their
learning style preferences and then provided
with suggestions for accommodating those
preferences when studying and completing assignments. The findings
of Cook (1989) and Nelson et al. (1993)were corroborated by
Lenehan et al. (1994) who also reported significant increases in
grade-point-averages and improved attitudes for students who
had been provided homework/study prescriptions based on
their individual learning style preferences.
NATIONAL FORUM OF SPECIAL EDUCATION JOURNAL
•Response Inhibition: The ability to think before you act – to evaluate a situation and how our behavior might impact it.
•Working Memory: The ability to hold information in memory while performing complex tasks.
•Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.
•Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.
•Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion.
•Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.
•Organization: The ability to create and maintain systems to keep track of information or materials.
•Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.
•Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions.
•Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.
•Metacognition: The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”).
Set goals that are specific, flexible, realistic and achievable
Understand step-by-step process for reaching goals
+I can complete my Science
project by Friday if I do 3 steps each
night (record each step in planner)
+I will make an appointment to see
math teacher once a week until I
bring my grade up to a B
+If I get my homework done before
dinner, I can...
+I will make a “to-do” list in my
planner every evening
“Nobody ever plans to fail; but they do fail to plan.”