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LEARNING STYLES. Ask yourself what comes to mind when you hear the word „dog”. Some people see a picture of an animal …. Others hear a bark …. While others remember feeling of the dog’s …. Draw WHAT YOU SEE. Draw WHAT YOU HEAR. Draw along.

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Ask yourself what comes to mind when you hear the word dog
Askyourselfwhatcomes to mindwhenyouheartheword „dog”

Somepeoplesee a picture of an animal …

Othershear a bark …

Whileothersrememberfeeling of thedog’s …


Draw along
Draw along

We communicate and processthe information differently…This is what this workshop is all about…

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!!

Multi-sensory approaches work well because of the way our brain is organized. When we learn, information takes one pathinto 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!!

Three Major Learning Styles brain is organized. When we learn, information takes one

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 brain is organized. When we learn, information takes one wheretheeyesmove:

Up = Visual

Side to side = Auditory

Down =Kinesthetic

Listen to thewords we use:

Visual: ‘Lookat me’, ‘I seewhatyoumean’, ‘I can’tpictureit’

Auditory: ‘Listen to me’, ‘I hearwhatyouaresaying’, ‘Soundsgood’

Kinesthetic: ‘Come to me’, ‘I feel for you’


Visual: usesmaps, drawsmaps

Auditory: justtellsyou

Kinesthetic: takesyouthere


Visual: middle

Auditory: sides

Kinesthetic: back

Working out learning styles

Use learning styles inventory

http://www.businessballs.com/vaklearningstylestest.htm brain is organized. When we learn, information takes one



Use learning stylesinventory

1. Visual learners: brain is organized. When we learn, information takes one

Have a keen awareness of aesthetics

Prefer face-to-face meetings

Can make movies in their minds of information they are reading

Easily understand information presented in charts, pictures, or diagrams

Pay close attention to body language

Good with visual symbols

Can easily recall printed information

May forget names, but remember faces

Are distracted by untidiness or movement

Comfortable with books and graphics

A mind map of a visual learner
A mind map of a visual learner brain is organized. When we learn, information takes one

2. Auditory Learners brain is organized. When we learn, information takes one

Learn best by hearing

Have strong oral communication skills

Tend to be talkers

Forget faces, but remember names and what you talked about

Can hear tones, rhythms, and notes of music

Accurately remember details from conversations

Prefer verbal directions

Prefer the telephone

Enjoy rapping!

Become distracted by sounds or noises

Sound out words

3. Kinesthetic or Tactile Learners brain is organized. When we learn, information takes one

Are well coordinated

Learn best by using their hands

Learn best by doing

Able to disassemble and reassemble things

Were labeled as hyperactive

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

Enjoy role play!

Write words down to see if they feel right

Gesture and use expressive movements

What does this mean for teachers? For students?? brain is organized. When we learn, information takes one

What types of activities should teachers try to enhance student learning?

What tips can teachers give students?

(a) Instructional Strategies for Visual Learners of learners that follow:

Use charts and pictures to study

Keep the study environment clutter free

Make class notes visual with drawings, spacing, symbols, etc.

Highlight and write as you study. Use different colors to select and organize

Recall information by visualizing text pages, notes, or study cards.

Always write down what you need to remember

When solving problems, draw or illustrate the problem and solution

Make recall cues as visual as possible with capital letters, colors, and illustrations

(b) Instructional Strategies Auditory Learners of learners that follow:

Study in groups or with friends

Recite aloud as you study

Talk to yourself – describe diagrams or practice answering test questions out loud

Attend all class lectures

Tape record lectures in addition to taking notes and play them in your car

Recite study cards into a tape recorder and play it back

Recall information during exams by hearing yourself recite in your head

Talk yourself through the steps of a problem

(c) Instructional Strategies for Kinesthetic Learners of learners that follow:

Use as many of your senses as possible when you study

Study with another kinesthetic person

Move around when you study – put study cards on the floor andrecite them as you move around the room

When solving problems, move around and manipulate items to represent parts of the problem

Study in small frequent chunks

When taking tests try to feel how you stored information by remembering what you physically did as you studied

Use a timer to set study periods. Start with short times and work up. Take a break when the timer sounds

Comenius project tasks

  • Visual of learners that follow:learners:

    • present data incharts,diagrams

    • takephotographs for thearticles

    • prepare multimedia presentations

    • work on thelayout

  • Auditorylearners:

    • do interviews

    • braintsormideas for thearticles

    • take part indiscussions

    • userecordings (Audacity)

  • Kinestheticlearners:

    • do experiments

    • take part inexcursions, trips

    • take notes

    • participatein team activities

Comenius Project tasks

References of learners that follow:

  • Glover, D. (August 2004). Learning Styles : What Tutors Need to Know. Retrieved February 15, 2006, from http://www.brescia.edu/students/sss/learning_styles.ppt

  • CHRISTISON, M. A. Learning styles and strategies. In D. Nunan (Ed.). Practical English Language Teaching. New York: McGraw Hill, 2003. 

  • DUNN, R., K DUNN AND G. E. PRICE. The learning style inventory. Lawrence, KS: Price Systems, 1975. 

  • KEEFE, J. W. Student learning styles: Diagnosing and prescribing programs. Reston, VA: National Association of Secondary School Principals, 1979. 

  • Villems, A.Learning Styles. Retrieved February 20, 2006, from http://www.ceenet.org/workshops/lectures2000/Anne_Villems/1

  • Yukhina, E.How Designers Think, Cognitive & Learning Styles. Retrieved February 16, 2006, from http://www.arch.usyd.edu.au/~john/DESC9099-CognitiveStyles.ppt

Prepared of learners that follow: by the Comenius team from Gimnazjum im. Polskich Olimpijczyków, Kraszewice, Poland

November 2011

‘ThisprojecthasbeenfundedwiththesupportfromtheEuropeanComission.Thispublicationreflectstheviewsonly of theauthor, and theComissioncannot be heldresponsible for anyusewhichmay be made of theinformationcontainedtherein’