Learning and

Teaching Styles

What are Learning Styles?

o

Everyone has learning strengths and

preferences even though people do not
necessarily learn in the same ways.
The importance of identifying learning style
is that it not only provides each person
(child or adult) with his or her unique set of
strengths, it provides teachers with an
organized approach for the application of
individualized instruction in the classroom.

Learning stylesare, simply put, various

approaches or ways of learning.
They are presumed to allow that individual
tolearn best.
It is commonly believed that
mostpeoplefavorsomeparticular method
of interacting with, taking in, and
processing stimuli or information.

Fleming's VARK model

One of the most common and widely-used

categorizations of the various types of
learning styles is Fleming's VARK model
which expanded upon earlier Neurolinguistic programming (VAK) models:

visual learners;
auditory learners;
kinesthetic learners or tactile learners.

The Visual Learners

Visual Learners
Methods for visual learners include ensuring
that students can see words written down,
using pictures when describing things,
drawing time lines for events in history,
writing assignments on the board, using
overhead transparencies/handouts, and
writing down instructions.

People with strongVisual Picturepreferences are more confident

and successful when they can:
Learn by viewing images, graphics, demonstrations and
performances
Watch introductory presentations and instructional videos
Follow illustrated sets of instructions
Visualise or see the required finished product its shapes, colours
and features
Draw or sketch ideas and concepts when planning
Use visual tools for organising information and ideas:
layouts/formats, Thinking Maps, pro forma examples, colour-coding,
different font styles and sizes, bold text, underlining, symbols, bulletpoints
Annotate their notes with simple illustrations (purposeful doodling)
Use visual methods and techniques when demonstrating their
understanding to an assessor
Receive visual feedback about their work, highlighting, circling,
symbols etc.

Auditory Learners
Methods for auditory learners include
repeating difficult words and concepts
aloud, incorporating small-group discussion,
organizing debates, listening to books on
tape, writing oral reports, and encouraging
oral interpretation.
best learn throughlistening(lectures,
discussions, tapes, etc.).

People with strongauditory preferencesare more

confident and successful when they can:

Learn by listening to others

Receive instructions aurally from speakers and
recordings
Repeat the information aloud and/or repeat it in their
heads
Talk about/Discuss/Record texts when mastering or
reinforcing new or difficult information and ideas
Question the teacher or presenter and listen to
explanations
Explain their ideas and understandings in person to an
assessor
Listen to feedback about their
work

Kinesthetic LearnersI
Can Handle It!
Methods for tactile/kinesthetic learners include
providing hands-on activities (experiments, etc.),
assigning projects, having frequent breaks to
allow movement, using visual aids and objects in
the lesson, using role play, and having field
trips[3]. By using a variety of teaching methods
from each of these categories, teachers are able
to accommodate different learning styles.
prefer to learnviaexperience moving,
touching, and doing (active exploration of the
world; science projects; experiments, etc.).

Learn by using their small motor skills

Handle and experiment with concrete
learning materials
Produce their own instructional resources
Create their own learning manipulatives to
master and reinforce new and difficult
information
Use tactual materials to demonstrate and
explain their understanding to an assessor
Receive interactive, demonstrable feedback
about their work

The following domains, also known as strands, and their elements as identified
by our K-12 assessments include:

Environmental Domain:sound, light,

temperature, seating design
Emotional Domain:motivation, task
persistence, conformity, structure
Sociological Domain:alone, pairs, peers,
team, with an adult, with variety
Physiological Domain:auditory, visual,
tactual, kinesthetic, time of day, intake,
mobility
Psychological Domain:analytic/global,
impulsive/reflective

Our adult assessment, The Building Excellence (BE) Survey

identifies the following:

Perceptual Domain:auditory, visual word, visual

picture, tactual and/or kinesthetic, verbal
Psychological Domain:analytic/global,
impulsive/reflective
Environmental Domain:sound, light,
temperature, seating design
Physiological Domain:time of day, intake,
mobility
Emotional Domain:motivation, task persistence,
conformity, structure
Sociological Domain:alone, pairs, small group,
large group, authority, variety

Providing the right setting and various other aspects of

learning environments related to improved achievement,
behaviors and attitudes toward learning.
o

visual intelligence does not fully develop

until 2nd or 3rd grade (ages 7-8)
auditory intelligence does not fully develop
until 5th or 6th grade (ages 10-11),
understanding a student's strengths is
essential to rewarding learning experiences
both in the classroom and at home.

Learning Styles keep students on task and

motivated. All the perceptual styles layered
in one lesson gives each child an entry point
into the lesson. There is variety for the
class.
Lessons delivered in chunks give closure for
global and analytics.
Having students prepare their own
perceptual components is a form of
rehearsal time thus transferring from shortterm to long-term memory.

In planning and making the materials, higher

level thinking skills are invoked, especially
analysis, evaluation and eventually creating,
thus creating extra pathways into the
brain...and, very importantly, developing
thinking skills.
When the materials are placed into the class
library there is a selection for students to use to
reinforce the learning in their second modality.
This approach also frees the teacher to cruise
the room and provide formative assessment.
Alan Cooper, Former Headmaster, Education
Consultant

Teaching Style

Teachers who understand and address

individual learning styles...
Believe that all students can learn if given
the right instructional approaches
Are aware of the elements of the Dunn and
Dunn Learning Styles Model, in particular
those elements that make the biggest
difference most quickly
Assess students learning styles using ageappropriate Dunn and Dunn learning-style
instruments

Are aware of their own learning style and teaching

style and its impact on different types of learners

Communicate clear expectations about the rights

and responsibilities of students use of learning
styles in the classroom

Help students understand and apply their strongest

learning preferences both in the classroom and for
homework

Create a learning culture characterized by

inclusiveness, student self-discipline and respect for
others

Publish their students individual preferences

for their own reference and for the benefit of
specialist teachers

Publish their own preferences alongside their

students

Emphasize the importance of respecting other

peoples individual styles

Consider environmental, sociological,

emotional, physiological and psychological
elements when planning and assessing units of
work

Prepare relevant, high-interest lessons with

significant, challenging content

Create examples of attractive, accurate,

self-correcting multi-sensory instructional
materials

Show students how to create their own

learning materials simply and economically

Refer to students individual preferences in

their instructions and classroom
management strategies

Show that they respect individual difference

by suggesting alternative approaches when
a common instructional strategy has been
prescribed
Reflect on successful and unsuccessful
strategies and modify or adapt their
teaching style to help all students achieve
the learning objectives
Help learners develop secondary strengths
and show them how to maintain
concentration if they experience a
mismatch of teaching and learning styles