Visual Learners (input)

Learn by observation
Can recall what they have seen
Can follow written or drawn instructions
Like to read
Use written notes
Benefit by visualizing, watching TV/video/films

• Charts, graphs, diagrams, and flow charts
• Sight words
• Flashcards
• Visual similarities and differences
• Pictures and graphics
• Maps
• Silent reading
• Written instructions
• Computer assisted learning

Auditory Learners (input)
Verbal-Linguistic Intelligence

• Prefer listening and taking notes
• Listen for patterns
• Consult peers to ascertain that they have the correct details
• Can recall what they have heard
• Can follow oral directions
• Repeat words aloud for memorizartion
• Use oral language effectively

• Discussion, dialog, debate
• Memorization
• Phonics
• Oral reading
• Hearing anecdotes or stories
• Listening to tapes or CDs
• Cooperartive learning groups

• Are often physically adept
• Learn through experience and physical activity
• Benefit from demonstration
• Learn from teaching others what they know

• Playing games
• Role playing
• Read body language/gestures
• Mime
• Drama
• Learn or memorize while moving (pacing, stationary bike, finger or whole body games)

• Learn by touching and manipulating objects
• Often learn inductively rather than deductively
• Tend toward pscychomotor over abstract thinking
• Prefer personal connections to topics
• Follow directions they have written themselves / that they have rehearsed
• Benefit from demonstrations

• Learning by doing
• "Hands-on"
• Creating maps
• Building models
• Art projects
• Using manipulatives
• Drawing, designing things
• Writing / tracing

• Can be impulsive
• Risk-takers
• Do not prefer lectures
• Prefer group work
• Tend to be interpersonal
• Not inclined to too much note-taking

• Prefer "doing, discussin, explaining" vs listening and watching
• Prefer active experimentation
• Like acting and role playing
• Like team competition

• Prefer to think about concepts quietly before any action
• Learn by thinking
• Like writing
• Tend to be intrapersonal and introspective

• Tend toward deductive learning
• Prefer reflective observation
• Intrapersonal skills valued
• Journals
• Learning logs

• Make decisions based on intuition
• Spontaneous and creative; "idea" person
• Often a risk-taker
• Tend to reach conclusions quickly
• Intake information in large chunks rather than details
• Nonlinear thinkers
• "See the forest before they see the trees."

• Interpersonal connection important to them
• Stories and anecdotes
• Seeing the "whole" rather than in parts
• Highly interesting project and materials
• Functional games and activities
• Think-pair-share; Praise-question-polish
• Teacher feedback; person-to-person communication

• Sequential, linear learners
• Prefer information in small chumks, steps
• Can follow the rules for mathematic equations
• Prefer a logical progression
• "See the trees before they see the forest."

• Intrapersonal skills valued
• Journals
• Learning logs
• Sequentially organized material, timelines, diagrams
• Moving from "part" to the "whole"
• Puzzles, logic games

Field Dependent Definition: [field sensitive] - tends toward concrete: more teacher and group interaction

Field Independent Definition: tends toward abstract

Field Dependent Learner

• Experiences in a global fashion, adheres to structures
• Learns material with social content best
• Attends best to material relevant to own experience
• Requires externally defined goals and reinforcements
• Needs organization provided
• More affected by criticism
• Uses observational approach for concept attainment [learns best by using examples]

Field Dependent Teaching Styles

• Prefers teaching situations that allow interaction and discussion with students
• Uses questions to check on student learning following instruction
• Uses student-centered activities
• Viewed by students as teaching facts
• Provides less feedback, positive feedback
• Strong in establishing a warm and personal learning environment

Field Independent Learners

• Perceives analytically
• Makes specific concept distinctions; little overlap
• Impersonal orientation
• May need explicit training in social skills
• Interested in new concepts for their own sake
• Has self-defined goals and reinforcement
• Can self-structure situations
• Less affected by criticism
• Uses hypothesis-testing approach to attain concepts

Field Independent Teaching Styles

• Prefers engaging students by establishing routines in order to work through ideas
• Uses questions to introduce topics and probe student answers
• Uses teacher-organized learning situations
• Viewed by students as encouraging to apply principles
• Gives corrective feedback using error analysis
• Strong in organizing and guiding student learning