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 Auditory Learning Strategies                   “Hearing is knowing”

Note:  Ideally, initial exposure to challenging material should take place through your strongest preferred modality.  Reinforce the same information within a day or so through your second preference, then your third preference.  Finally, use that same information by applying it creatively in a project or activity.*
(While this is a fine theory, most often we will use multiple preferences, even when attempting this structured regimen.)

Individual learning styles can be expanded or enhanced by :  (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under  successively lower personal preferences.

1.           For lectures: If auditory score is highest, first exposure to new information should be listening to instructor’s lecture/discussion, before reading
or taking notes.*

 2.           Because you prefer to listen, your lecture notes may be poor. Enhance them by verbally reviewing textbook readings and lectures with
         someone.

 3.           Tape record lectures & listen again later.

 4.           Listen to books on tape while driving.

 5.           Conduct interviews or participate in discussions.

 6.           Process your understanding of a subject by talking with others.

 7.           Read text out loud so you hear your own voice, then summarize it on tape.

 8.           Explain ideas, lectures/discussions, and your notes to another person.

 9.           Construct auditory & rhyming cues.

 10.       Talk through tasks and problems.

 11.       Use jingles, catchy stories, mnemonic devices, cheers, or songs to aid in mastery
             and/or retention of skills.

 12.       Use a tape recorder and a “buddy” to interpret & aid in written directions.

 13.       Report material through a radio show, song, poem, skit, panel discussion, etc. 
             Ask your instructor if you can occasionally take oral tests that require oral responses.

 Adapted from numerous sources by Glenna Barrick-Harwood, 2001  (with paraphrases and additions by Timothy Flanagan, ,of The Wordsmith Collection…May, 2007)

* Dunn, Rita.  When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.  In Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

Visual Learning Strategies

“Seeing is knowing”

 Note:  Initial exposure to challenging material should take place primarily through your strongest preferred modality.  Reinforce the same information within a day or so through your second preference, then
your third preference.  Finally, use that same information by applying it creatively in a project or activity.* 

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

 1.       For lectures: If visual score is highest, first exposure to new information
        should be by reading, before listening to instructor’s lecture/discussion.*

 2.       Use graphics to reinforce learning – pictures, videos, slides, symbols,
         doodles, posters, diagrams, charts, graphs, flashcards.

 3.       Teach yourself to visualize – to see words, problems, images, etc.

 4.       Highlight text when reading.  Use color-coding to organize notes.

 5.       Read silently more often than orally.

 6.       While listening to lectures, refer to visual materials, such as handouts, outlines, etc.

 7.       Choose books with pictures, diagrams, cartoons, other visual representations
         of information.

 8.       Sit near board & position self so you can watch instructor’s mouth and gestures
        while s/he talks.

 9.       Write out everything for frequent visual review.

 10.   Make up acronyms to remember information.

 11.   Visualize math story problems; make pictures or tallies of the problem on scratch
        paper & then write the problem.

 12.   Make lists to remember.

 13.   Report material through a visual (pictorial or words) representation: display, poster, slide show, mural, collage, illustration, poem, story,
        article, report, etc.

 Adapted from numerous sources by Glenna Barrick-Harwood, 2001 (paraphrased and edited by Tim Flanagan, The Wordsmith Collection. May 27, 2007

* Dunn, R.  When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.  In   Inter-sEd. (January 2000). New Wilmington, PA: AAIE.

Tactile Learning Strategies

“Touching is knowing”

 Note:  Initial exposure to challenging material should take place through your strongest preferred modality.  Reinforce the same information within a day or so through your second preference, then your third preference.  Finally, use that same information by applying it creatively in a project or activity.* 

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

 1.            For lectures: If tactile score is highest, introduce new information through a short exposure to hands-on resources geared to learning material (such as Flash Cards, Task Cards, puzzles, etc.)  Next read the material or listen to a tape of the reading material & take notes. Then listen to instructor’s lecture/discussion.*

 2.            Take notes while listening to lectures, so that you are using your hands.

 3.            Get hands involved in learning by using three-dimensional materials that can be touched & manipulated.

 4.            Plan, demonstrate, report & evaluate with models & other real objects.

 5.            Chart or graph information.

 6.            Use methods such as “air” writing and tracing words, maps, parts of the ear, etc.

 7.            Use computer to reinforce learning through sense of touch.

 8.            Write out facts to be learned several times.

 9.            Handle or grip textured objects while thinking, concentrating, problem-solving.

 10.        Participate in labs where you can handle equipment.

 11.        Gather collections & make scrapbooks.

 12.        Report material through posters, collages, games, models, pantomimes, other artistic displays.

 Adapted from numerous sources by Glenna Barrick-Harwood, 2001  (Editing by The Wordsmith Collection, Tim Flanagan.)

 * Dunn, R.  When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.  In   Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

 Kinesthetic Learning Strategies     “Doing is knowing”    

Note:  Initial exposure to challenging material should take place through your strongest preferred modality.  Reinforce the same information within a day or so through your second preference, then your third preference.  Finally, use that same information by applying it creatively in a project or activity.* 

Expand your learning style by: (1) experimenting with learning strategies listed under your preference that you may not have tried before, and (2) practicing strategies listed under your lowest preference.

 1.            For lectures: If kinesthetic score is highest, read material at home while walking back and forth.
          Then listen to instructor’s presentation while taking notes.*

 2.            Stand up, stretch & move frequently while studying.

 3.            Take tours & field trips so processes can be observed first hand.

 4.            Participate in labs, community projects, cooperative work experiences, on-the-job training.

 5.            Use rhythm & rap to memorize formulas, lists & processes.

 6.            Put gestures to stages or lists to be committed to memory.

 7.            Walk, use a treadmill, or sit in a rocking chair while reading.

 8.            Memorize or drill facts while shooting basketball, jumping rope, jogging, etc.

 9.            Participate in role plays, simulations & body action games.

 10.        Teach the material to someone else.

 11.        Use case studies & applications to help make abstract concepts more concrete.

 12.        While listening to lectures, think of relevant real-life examples.

 13.        Pace while thinking and solving problems.

 14.        Problem-solve with a trial-and-error approach, rather than a step-by-step method.

 15.        Report material through a skit, simulation, videotape, demonstration, etc.

 Adapted from numerous sources by Glenna Barrick-Harwood, 2001

* Dunn, R.  When You Really Have to Lecture, Teach Students Through Their Individual Perceptual Strengths.  In   Inter-Ed. (January 2000). New Wilmington, PA: AAIE.

 Global and Analytic

A Quick Assessment for the

Five Elements that Indicate Global versus Analytic Processing*

THE QUESTION

“When you are serious about learning something new, important, and difficult, especially when you begin to concentrate on, process, internalize, and remember new and difficult information in class or on the job, which do you prefer…

(Mark one answer in each row.)

RESULTS

If you have marked 3 or more items in thecolumn, this indicates a preferred processing style of Analytic.

 If you have marked 3 or more items in the  ücolumn, this indicates a preferred processing style of Global.

 If you have marked 3 or more items in the  0 column, this indicates a preferred processing style of Integrated (you use either or both processing styles depending on such factors as your interest level and the subject)

 * These elements are the result of various research studies, but do not have official validity/reliability at this time.

Permission granted for use with PEPS or LSI instrument and elements only. 

Global and Analytic

Processing Characteristics*

 All the information given below applies to a situation in which the learner is serious about learning something new, important, and difficult, especially when the learner begins to concentrate on, process, internalize, and remember new and difficult information in class or on the job.

Those learners who have an integrated processing style use a combination of traits from each column.

Adapted by Dian Chute & Glenna Barrick-Harwood from: Dunn, Rita, “Introduction to Learning Styles.”  Presentation at Summer Camp for the Brain, 2001, sponsored by The Oklahoma Institute for Learning Styles at Northeastern State University

Globals and Analytics—Processing Characteristics

*Adapted by Glenna Barrick-Harwood & Dian Chute from: Griggs, Shirley A. “Divergent Styles, Common Goals: Implications for Counselors,” Practical Approaches to Using Learning Styles in Higher Education, Rita Dunn and Shirley Griggs, eds. (Westport, Conn: Bergin and Garvey, 2000), pp. 109-116. Used by permission.Also from: Burke, Karen, “Global/Analytical Learners: It Makes a Difference.” Presentation given at Summer Camp for the    Brain, 2001, sponsored by The Oklahoma Institute for Learning Styles at Northeastern State University.

 Strategies for Teaching Globals*

 Analytic students do well in traditional classrooms where there are lectures and reading assignments. Unfortunately, 75% of our students are global rather than analytic. How can we help these students learn? (Most of the ideas below apply as well to tactile and kinesthetic learners as they do to global learners.)

 All the information given below applies to a situation in which the learner is serious about learning something new, important, and difficult, especially when the learner begins to concentrate on, process, internalize, and remember new and difficult information in class or on the job.