Visual Learner Characteristics Visual learners are those who
learn through seeing things. A visual learner: Is good at spelling
but forgets names Needs quiet study time Has to think awhile before
understanding lecture Is good at spelling Likes colors &
fashion Understands/likes charts Is good with sign language
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Remembers names Notices sound effects in movies Enjoys music Is
good at grammar and foreign language Reads slowly Follows spoken
directions well Can't keep quiet for long period Likes to read to
self out loud Likes oral reports Is good at explaining Enjoys
acting, being on stage Is good in study groups Auditory Learner
Characteristics Auditory Learners are those who learn best through
hearing things
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Kinesthetic Learner Characteristics Kinesthetic learners are
those who learn through experiencing/doing things.You may be a
kinesthetic learner if you are someone who: Can't sit still for
long Is not great at spelling Does not have great handwriting Likes
science lab Studies with loud music on Likes adventure books,
movies Likes role playing Takes breaks when studying Builds models
Is involved in martial arts, dance Is fidgety during lectures Is
good at sports
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Strategies that benefit each type of learner:
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Visual Learners : Use visual materials such as pictures,
charts, maps, graphs, etc. Have a clear view of your teachers when
they are speaking so you can see their body language and facial
expression Use color to highlight important points in text Take
notes or ask your teacher to provide handouts Illustrate your ideas
as a picture or brainstorming bubble before writing them down Write
a story and illustrate it Make outlines of everything! Study in a
quiet place away from verbal disturbances Read illustrated books
Visualize information as a picture to aid memorization Draw a map
of events in history or draw scientific process. Copy what's on the
board. Visual Learners : Use visual materials such as pictures,
charts, maps, graphs, etc. Have a clear view of your teachers when
they are speaking so you can see their body language and facial
expression Use color to highlight important points in text Take
notes or ask your teacher to provide handouts Illustrate your ideas
as a picture or brainstorming bubble before writing them down Write
a story and illustrate it Make outlines of everything! Study in a
quiet place away from verbal disturbances Read illustrated books
Visualize information as a picture to aid memorization Draw a map
of events in history or draw scientific process. Copy what's on the
board.
Slide 7
Auditory Learners: make speeches and presentations use a tape
recorder during lectures while taking notes read text out aloud
create musical jingles to aid memorization create mnemonics to aid
memorization discuss your ideas verbally dictate to someone while
they write down your thoughts use verbal analogies, and story
telling to demonstrate your point Using word association to
remember facts and lines Repeating facts with eyes closed
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Tactile/Kinesthetic Learners: study in short blocks move around
to learn new things (e.g. read while on an exercise bike, mold a
piece of clay to learn a new concept) work at a standing position
chew gum while studying use bright colors to highlight reading
material dress up your work space with posters skim through reading
material to get a rough idea what it is about before settling down
to read it in detail. Role playing Studying with others Using
memory games Using flash cards to memorize Tactile/Kinesthetic
Learners: study in short blocks move around to learn new things
(e.g. read while on an exercise bike, mold a piece of clay to learn
a new concept) work at a standing position chew gum while studying
use bright colors to highlight reading material dress up your work
space with posters skim through reading material to get a rough
idea what it is about before settling down to read it in detail.
Role playing Studying with others Using memory games Using flash
cards to memorize
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Effects of Learning Style Awareness Nelson and colleagues
(1993) examined the effects of a learning style intervention with
more than 1,000 college students. This investigation revealed
significantly higher grade-point-averages and improved attitudes
for students made aware of their learning style preferences and
then provided with suggestions for accommodating those preferences
when studying and completing assignments. The findings of Cook
(1989) and Nelson et al. (1993)were corroborated by Lenehan et al.
(1994) who also reported significant increases in
grade-point-averages and improved attitudes for students who had
been provided homework/study prescriptions based on their
individual learning style preferences. NATIONAL FORUM OF SPECIAL
EDUCATION JOURNAL
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Executive function The neuropsychological concept referring to
the high-level cognitive processes required to plan and direct
activities, including task initiation and follow- through, working
memory, sustained attention, performance monitoring, inhibition of
impulses, and goal-directed persistence. Executive function The
neuropsychological concept referring to the high-level cognitive
processes required to plan and direct activities, including task
initiation and follow- through, working memory, sustained
attention, performance monitoring, inhibition of impulses, and
goal-directed persistence.
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Executive Skills: Definitions Response Inhibition: The ability
to think before you act to evaluate a situation and how our
behavior might impact it. Working Memory: The ability to hold
information in memory while performing complex tasks. Emotional
Control: The ability to manage emotions in order to achieve goals,
complete tasks, or control and direct behavior. Executive Skills:
Definitions Response Inhibition: The ability to think before you
act to evaluate a situation and how our behavior might impact it.
Working Memory: The ability to hold information in memory while
performing complex tasks. Emotional Control: The ability to manage
emotions in order to achieve goals, complete tasks, or control and
direct behavior.
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Executive Skills: Definitions Sustained Attention: The capacity
to maintain attention to a situation or task in spite of
distractibility, fatigue, or boredom. Task Initiation: The ability
to begin projects without undue procrastination, in an efficient or
timely fashion. Planning/Prioritization: The ability to create a
roadmap to reach a goal or to complete a task. It also involves
being able to make decisions about whats important to focus on and
whats not important. Organization: The ability to create and
maintain systems to keep track of information or materials.
Executive Skills: Definitions Sustained Attention: The capacity to
maintain attention to a situation or task in spite of
distractibility, fatigue, or boredom. Task Initiation: The ability
to begin projects without undue procrastination, in an efficient or
timely fashion. Planning/Prioritization: The ability to create a
roadmap to reach a goal or to complete a task. It also involves
being able to make decisions about whats important to focus on and
whats not important. Organization: The ability to create and
maintain systems to keep track of information or materials.
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Executive Skills: Definitions Time Management: The capacity to
estimate how much time one has, how to allocate it, and how to stay
within time limits and deadlines. It also involves a sense that
time is important. Flexibility: The ability to revise plans in the
face of obstacles, setbacks, new information or mistakes. It
relates to an adaptability to changing conditions. Goal-directed
persistence: The capacity to have a goal, follow through to the
completion of the goal, and not be put off by or distracted by
competing interests. Metacognition: The ability to stand back and
take a birds- eye view of oneself in a situation. It is an ability
to observe how you problem solve. It also includes self-monitoring
and self-evaluative skills (e.g., asking yourself, How am I doing?
or How did I do?). Executive Skills: Definitions Time Management:
The capacity to estimate how much time one has, how to allocate it,
and how to stay within time limits and deadlines. It also involves
a sense that time is important. Flexibility: The ability to revise
plans in the face of obstacles, setbacks, new information or
mistakes. It relates to an adaptability to changing conditions.
Goal-directed persistence: The capacity to have a goal, follow
through to the completion of the goal, and not be put off by or
distracted by competing interests. Metacognition: The ability to
stand back and take a birds- eye view of oneself in a situation. It
is an ability to observe how you problem solve. It also includes
self-monitoring and self-evaluative skills (e.g., asking yourself,
How am I doing? or How did I do?).
Slide 14
Slide 15
Goal Setting Set goals that are specific, flexible, realistic
and achievable Understand step-by-step process for reaching goals
SchoolHome +I can complete my Science +I can complete my Science
project by Friday if I do 3 steps each project by Friday if I do 3
steps each night (record each step in planner) night (record each
step in planner) +I will make an appointment to see +I will make an
appointment to see math teacher once a week until I math teacher
once a week until I bring my grade up to a B bring my grade up to a
B +If I get my homework done before dinner, I can... dinner, I
can... +I will make a to-do list in my planner every evening
planner every evening Nobody ever plans to fail; but they do fail
to plan. Rick LeVoie
