Using Learning Styles in the K-12 Classroom

Left / Analytic Right I Global

1. Silence when reading/concentrating 1. Some sound when reading/concentrating

2. Bright light when reading/concentrating 2. Low light when reading/concentrating

3. Desk/table when reading/concentrating 3. Recliner, bed, floor when reading/concentrating

4. No breaks; works on one task untilcomplete; somewhat compulsive

4. Takes breaks while working on severaltasks; procrastinates

5. No snacks while learning

6. Recalls facts and details (words); seesthings as they are at the moment

5. Snacks while learning, including gum

6. Recalls images and patterns (pictures);sees things as they might be

7. Sequential; logical steps 7. Random; open-ended; the "big picture"

8. Responds to logical appeal 8. Responds to emotional appeal

9. Trusts logical appeal; takes a long timeto make a decision, then second-guesses

9. Trusts intuition; does what "feels right";spontaneous decision-making

10. Files 10. Piles

11. Plans ahead 11. Spontaneous

12. Punctual; big number watch 12. Less punctual; runs late; "trendy" watch

13. Recalls people's faces13. Recalls people's naml

14. Speaks with few gestures 14. Would be struck dumb if hands tied

IS. Follows directions step-by-step 15. Studies the pictures of how somethingwill look and then completes project.

16. Prefers predictable tests(multiple choice, true/false, essay)

16. Prefers opportunities to express self inways other than writing (skits, plays,creations)

17. Thinks in words 17. Thinks in pictures

North Carolina Teacher Academy

~. ,When i~~f!f1(entionsare used to reflect the various .Iearning =: in which .stucients'teem, success of all students can be achieved. tnsttuctton/tnterventionstrategies serve as effective teaching strategies for all students when they matchstudents' strengths and targeted deficit areas. Invite students to complete alearning preference questionnaire to determine their learning styles.

- Visual Learners -o Support text information with pictures, graphics, and written key words. (1)o Use demonstrations, rnodelinq, charts, and graphic organizers to introduce,

develop, and extend information ..(2)o Secure student attention with visual aids. (3)o Emphasize key points using highlighters, highlighter tape, or color coding. (4)

o Utilize tangible models/teaching aides when teaching abstract concepts. (5)o Present new information using outlines, advance organizers, and notes. (6)o Use bulleted information in handouts, lectures, and displayed written texts. (7)

o Deliver instruction using visual technological resources. (8)o Present oral information through the use of visual clues and

memory strategies. (9)Encourage the use of an assignment log. (10)Provide step-by-step written directions/instruction. (11)Offer seating where students can view the speaker. (12)Use non-verbal cues to draw attention to a concept being taught. (13)

Allow the option of taking notes during direct instruction. (14)Be aware that body language can distract a visual learner. (15)

Offer choices in student products (i.e., maps, graphs, cartoons, illustrations,diagrams, models, computer generated materials). (16)

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.'- Auditory Learners-o vrbalize steps needed to solve problems. (17)o Present new information using an oral delivery method. (18)

o Substitute oral reports in place of written reports. (19)o Use brainstorming, cooperative learning, and' listening opportunities. (20)o Encouraqe.students to read aloud quietly to process information. (21)

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o Have students verbalize directions. (22)

o A~pw students to talk through a task orally. (23)o Involve students in discussions and group collaboration. (24)o Invite students to lead a group discussion. (25)

o Teach concepts and support mastery of skills with jingles, raps, songs,cheers, chants, poetry, and mnemonic devices. (26)

o Administer an oral test, in lieu of a written test, that allows students torespond orally. (27)

o Use a variety of reading intervention formats (i.e., taped reading, books ontape, oral reading, choral reading, duet reading, echo reading). (28)

o Review material using oral activities in study groups or with a partner beforeindependent work. (29)

o Offer choices in student products (i.e., taped reports, debates, paneldiscussions, oral presentations, games, interviews). (30)

- Tactile/Kinesthetic learners -Engage students in hands-on learning experiences. (31)Allow students to move around while learning. (32)

Alternate between passive and active activities. (33)

Design seat work that involves a minimal time period and graduallylengthen assignments. (34)

Divide complex instruction info shorter segments for presentation. (35)

Reduce the work task into parts. (36)

Use manipulatives, role playing, games, and simulations to developconceptual understanding. (37)

Present instructions prior to passing out materials. (38)

Remove distractible items from the student's work surface. (39)

Design instructional opportunities that use movement and rhythm to extend orreinforce learning. (40)

Create and use student responses involving hand motions, clapping hands,tapping feet, or snapping fingers. (41)

Allow students to use movement, writing, or dance to presentlearned information. (42)

Employ "act it out" strategies. (43)

Encourage the use of a ruler, marker, index card, or other tracker to maintainthe place in reading text or assist in task completion. (44)

Offer choices in student products (i.e., role playing, drawings, models,creative dramatics, experiments, demonstrations, games, projects). (45)

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