DIVERSE LEARNERS By: Jennie Presson

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DIVERSE LEARNERSBy Jennie Presson

• Teach to Reach All Children

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Introduction

• Learning styles affect everyone. It is
  important to study the different ways in which
  students process and receive information in order
  to effectively teach all children. The three most
  commonly referenced categories of learning styles
  are visual, audio and kinesthetic. This
  presentation will discuss ways by which teachers
  can identify children with specific learning
  styles. It will also provide information on
  teaching methods best suited to reach children in
  each category of learners.

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Overview

• Learning Styles
• Visual Learners
• Identifying
• Teaching Methods
• Audio Learners
• Identifying
• Teaching Methods
• Kinesthetic Learners
• Identifying
• Teaching Methods
• Classroom Ideas
• Bulletin Board

• Websites
• Print Resources
• References
• Conclusion

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Learning Styles

• Visual learn best by seeing
• Auditory learn best by hearing
• Kinesthetic learn best by doing

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Identifying Visual Learners

• likes to look at books and pictures - stays with
  a book, not just manipulating books on and off
  the shelves
• loves to look at orderly things - demands neat
  surroundings
• can find what others have lost and remembers
  where they have seen things
• sees details - how you dress, if your slip is
  showing, errors in typing
• can find a page in a book or workbook readily -
  may have it half done before the others start
• can't get directions orally (if the child is
  timid, will copy from others rather than ask for
  more directions)
• likes to work puzzles
• probably will be able to make good pictures - at
  least ones with good balance
• can set the table correctly and remembers where
  the dishes belong in the cupboard
• may have a speech problem
• may watch teacher's face intently
• rarely talks in class or responds in as few words
  as possible

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Teaching Methods for Visual Learners

• Include diagrams, mind maps, word webs, visuals,
  and other forms of graphic organizers.
• Teach students to use highlighters when going
  through their notes.
• Teach students to create flashcards when studying
  for tests and learning information.
• Try not to give only oral instructions before
  requiring students to complete an assignment.
• Stay away from lecture without accompanying notes
  and/or visuals.

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Identifying Auditory Learners

• never stops talking
• tells jokes and tries to be funny
• can win spelling bee if taught "say-spell-say"
  method
• is a good story teller - they get taller and
  taller
• has poor handwriting, a history of reversals
• can remember what is said to him and repeat it
  accurately
• makes a good boss
• likes records, folk dances, rhythmic activities
• has ten excuses for everything
• knows all the words to all the songs
• can memorize easily
• has a poor performance on group intelligence
  tests
• seems brighter than group tests reveal
• has poor perception of time and space

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Teaching Methods for Auditory Learners

• Provide students with oral along with written
  instructions for assignments.
• Include whole group discussion in your class.
• Provide students with videos to complement the
  written text.
• Allow time for students to read out loud or talk
  through problems they might be having.
• Provide breaks from silent reading periods. Also,
  realize that those who are strong in auditory
  learning typically take longer to read a passage.

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Identifying Kinesthetic Learners

• move all the time
• touch and feel everything, rubs hands on walls,
  hallways, door frames as he moves
• thumps buddies
• can take an item apart and put it back together
• enjoys doing things with his hands
• is well coordinated, good at sports
• frequently uses fists
• may make paper airplanes
• needs to use concrete objects as learning aids
• cannot rote count or sequence material without
  aids
• has difficulty establishing one-to-one
  relationships in number values
• after age 6.5 is generally classed as an
  underachiever
• often described as a child who can't keep his
  hands to himself
• needs to explore his environment more than
  average for this age
• is often considered hyperactive

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Teaching Methods for Kinesthetic Learners

• Vary instruction not only from day-to-day but
  also within a single class period.
• Provide students with as many opportunities as
  your curriculum warrants to complete hands-on
  work.
• Allow students to role-play to gain further
  understanding of key concepts.
• Provide students with the opportunity to work in
  small discussion groups as they study materials.
• If possible, plan a field trip that can help
  reinforce key concepts.
• Allow students to stretch partially through the
  class if they seem to become restless.

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Classroom Ideas
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Graphs or actual test results could also be
displayed. Good for use at beginning of school
year!

• Learning Style Bulletin Board
• Have students complete learning style test

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Websites

• http//www.educ.uvic.ca/epls/faculty/rowles/301.ht
  m
• Discusses various types of learners
  identification and teaching methods.
• http//712educators.about.com/od/learningstyles/Le
  arning_Styles.htm
• Website with links to multiple sites on learning
  styles
• http//www.dyslexia-parent.com/mag30.html
• Dyslexia website with article on multi-sensory
  learning
• http//www.housing.sc.edu/rsl/pdf/ASR/Multisensory
  Learningstrategies.pdf
• Wonderful site with multi-sensory learning
  strategies
• http//www.bgfl.org/bgfl/custom/resources_ftp/clie
  nt_ftp/ks1/ict/multiple_int/index.htm
• Online learning style test

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Printed Materials

• Teaching Every Student in the Digital Age
  Universal Design for LearningDavid H. Rose
  Anne MeyerASCD, 2002
• Useful for teachers. Address the use of
  technology and discusses its ability to meet all
  learning styles.
• Leap Frog books/system
• Useful for students. Meets multi-sensory needs.
• Multi-sensory Environments
• Pagliono
• Lighting Source , 1999
• Useful for teachers, especially those in spec.
  ed. Aides in creating a multi-sensory
  environment.
• Multi-sensory Teaching of Basic Language Skills
• Suzanne Carreker Dr. Judith R. Birsh
• Wonderful for teachers. Offers strategies and
  techniques along with sound information on the
  concept and effectiveness of multi-sensory
  teaching.

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References

• Rowles. (date unknown) Retrieved October 4, 2007
  from University of Victoria UVic Faculties
  Programs
• Website http//www.educ.uvic.ca/epls/faculty/ro
  wles/301.htm
• Kelley, M. (2007) Learning Styles Retrieved
  October 7, 2007 from About.com
• Website http//712educators.about.com/od/learnin
  gstyles/Learning_Styles.htm
• Birsch, Judith R. Phd, Carreker, Suzanne (2005)
  Multi-sensory Teaching of Basic Language Skills.
  Paul Brookes Publishing

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Conclusion

• Teaching is a profession that has come a long
  way in over the years. We now understand that
  classrooms and methods are not one size fits all.
  It is important that we teach to reach all
  students. Teachers must incorporate multiple
  techniques while teaching all lessons and
  standards. Creating a classroom using
  multi-sensory teaching techniques will address
  the needs of all learners. Computers are a
  wonderful tool because they meet the needs of
  audio, visual and kinesthetic learners.