Learning Styles

Learning Styles

Modality	Descriptors	Learn Best Through the Use of ...
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
Kinesthetic Learners (input)	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)
Tactile Learners (input)	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
Active	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
Reflective	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
Global Understanding	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
Analytical Understanding	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

Learning Preferences

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