Learning Styles Handout

Learning Styles Auditory Talk out loud Meta-cognition Explain orally

When you.. Spell

Visual Visual details Picture Difficulty following lectures

Visual

Kinesthetic Move around Doers touchers

Auditory

Do you try to see the word? Do you sound out the word or use a phonetic

Kinesthetic & Tactile Do you write the word down to find if it feels

approach? Talk

Concentrate

Do you sparingly but dislike listening for too long? Do you favor words such as see, picture, and imagine?

Do you enjoy listening Do you gesture and use but are impatient to talk? expressive movements? Do you use words such Do you use words such as hear, tune, and think? as feel, touch, and hold?

Do you become Do you become Do you become distracted distracted by sounds or distracted by activity by untidiness or movement? noises? around you?

Do you forget names but Meet someone remember faces or again remember where you met?

Do you forget faces but remember names or Do you remember best remember what you what you did together? talked about?

Contact people Do you prefer direct, face-to- Do you prefer the on business face, personal meetings? telephone?

Read

right?

Do you talk with them while walking or participating in an activity?

Do you like descriptive Do you enjoy dialog and Do you prefer action scenes or pause to imagine conversation or hear the stories or are not a keen the actions? characters talk? reader?

Do you like to see Do something demonstrations, diagrams, new at work slides, or posters?

Do you prefer verbal instructions or talking about it with someone else?

Put something Do you look at the directions together and the picture?

Do you prefer to jump right in and try it? Do you ignore the directions and figure it out as you go along?

Need help with a Do you call the help Do you keep trying to do Do you seek out pictures or computer desk, ask a neighbor, or it or try it on another diagrams? application growl at the computer? computer?

Adapted from Colin Rose(1987). Accelerated Learning.

Learning Styles Meeting the Needs of the Different Learning Styles

Visual

Auditory

Kinesthetic

See what they learn

Hear what they learn

Feel what they learn

Take detailed notes/flash cards Graphic organizers/handouts Preview reading

Tape lectures/flash cards Grid paper for Math

Flash cards

Preview reading/read aloud Quiet area for study/study groups Read aloud Sit where you can hear teacher without distraction

Preview reading

Study groups/study buddy Use different colors

multimedia

Quiet place to study Read illustrated books Clear view of the teacher to see body language and facial expressions Multimedia Use different colors for notes/use highlighters/color coding Study groups/study buddy Graphic organizers/outline Anacronyms

Charts/spreadsheets

Use background music for study tapes Sit where you can see teacher/use manipulatives

Use bright colors for highlighting

Class Hands on labs debates/verbalize/verbal analysis Tape lectures Frequent breaks when studying Talk (whispers) through steps, explain orally

Sit near front of room

Postit cues Large writing surface Explain orally And, now for some Classroom Modifications that will not blow your mind or your time.

`

Charts Peer tutoring/collaboration Cooperative groups Work area modifications Student access to their needed tools pedagogy in plain view planners, agenda, etc grading station flash cards and other manipulatives available for use analog and digital clocks class library quizzes drills Why do we need quizzes and other remediation? 1. Instant daily review of necessary pieces of life and current chapter 2. instant viewing of skills 3. instant areas to study and progress can be noted 4. constant practice of critical skills: core test word problems pedagogy geometry fractions/ other math functions IEP statistical introduction 5. 1,000 trials. This provides the practice trials needed daily, without interfering with State Core, and enhances learning, reinforces skills, and builds necessary skills. 6. open ended 7. gives statistical information for growth 8. opportunities for specific reinforcement 9. addresses visual and written processing abilities.

Twenty five students 2007-2008 School Year 1

8

=

32%

2 3 4

10 5 2 32 remained the same

= = =

4% 2% 8% 68% showed growth

1.

2. 3. 4. 5.

Remained same

Conclusions: We acquire knowledge through our senses; our memories are triggered by our senses; learning is personal; we teach how we learn; and learning styles activate senses during the learning process. Traditional Math Teaching does not always engage all learners. All students have the right to access the full curriculum. Learning Styles include: auditory, visual, and kinesthetic. Accommodations for Visual learners include: preview reading, flash cards, graphic organizers, color coding, and multimedia.

6. Accommodations for Auditory learners include: tape lectures, read aloud, study groups, and grid paper. 7. Accommodations for Kinesthetic learners include: flash cards, charts, background music, labs, sit near front of room, study breaks, highlighting, and multimedia. 8. Classroom adjustments include: quizzes, drills, collaboration, vocabulary (pedagogy) in plain view, and analog and digital clocks. 9. We need quizzes and other remediation for daily review, reinforcement, practice or critical skills, open ended, instant skill viewing, addresses visual and written processing abilities, and give statistical information to measure growth. 10. Teachers need opportunities for: growth, reflection, to be a lifelong learner, have trust and respect, have learning communities, and collegial support. 11. Teachers also need to have high student expectations, emphasize conceptual understanding and problem solving, move past intolerance and disengagement, and provide meaningful, active engagement opportunities. Helpful Web Sites http://www.kidshealth.org/teen/school_jobs/school/test_anxiety.html http://www.studygs.net/tstprp8.htm http://www.sju.edu/LEARNING/handouts/onlineexamanxiety.htm http://www.how-to-study.com/testanxiety.htm www.heartmath.org

http://www.wvup.edu/Academics/more_test_anxiety_tips.htm http://youth-activities.suite101.com/article.cfm/test_anxiety_and_teens http://teens.lovetoknow.com/Test_Anxiety

Bibliography 1. DVC Online. Http://www.metamath.com/lsweb/four.ls.htm . Retrieved 5/21/08 2. Learning Styles Different Learning Styles Require Diverese Teaching Styles. “It’s Time 4 Learning. And, Fun!” http://www.time4learning.com/learning-styles.shtml Retrieved 5/21/08 3. http://math.about.com/blmultiple.htm. 4. Park, Christina. Girl’s Education in Mathematics and Science. 5. http://www.amminc.com/learning_styles.iml (Applied Math Made Easy (AMME) 6. http://www.ammeinc.com/why_amme.iml (AMME) 7. http://learninghumansources.com/research.html 8. http://learninghumansources.com/research_12.html 9. White, Terri. ( ). Learning Styles. http://Koimoniaall.org/homeschool/learningstyles.htm retrieved 5/1/08

10. Ferrini – Mundy, Joan. (2000). “The Standards Movement in Mathematics Education: Reflections and Hopes”. In Learning Mathematics for A New Century, Edited by Maurice J. Burke, pp. 37050. Reston, VA: National Council of Teachers of Mathematics. 11. Ferrini – Mundy, Joan and Schram, Thomas, eds. (1997). The Recognizing And Recording Reform in Mathematics Education Project: Insights, Issues, and Implications. Journal for Research in Mathematics Education monograph. NO. 8, Reston, VA: National Council of Teachers of Mathematics. 12. Riggs, Sande. (2008). Learning Styles: Going Toward Tomorrow. Unpublished Paper. 13. Artzt, Alice and Newman, Claire. (1997). How to Use Cooperative Learning in the Mathematics Classroom. 2nd ed. Reston, VA. National Council of Teachers of Mathematics. 14. Moschkovich, Judit. ( 2002 ). Journal for Research in Mathematics Education: Everyday and Academic Mathematics in the Classroom: An Introduction to Examining Everyday and Academic Mathematical Practices. Reston: VA. National Council of Teachers of Mathematics. 15. Aravi, Abraham. (2002). Journal for Research in Mathematics Education: Everyday and Academic Mathematics in the Classroom: The Everyday and Academic in Mathematics. Reston, VA. National Council of Teachers of Mathematics.

NCTM Principles and Standards for Teachers of Math