Learning Styles – York GP Training Scheme
Visual/Verbal Learning Style
Visual/Nonverbal Learning Style
Tactile/Kinaesthetic Learning Style
The Auditory/Verbal Learning Style
Visual/Verbal Learning Style

The learner learns best when information is presented visually and in a written
language format.

In a classroom setting, the learner benefits from instructors who use the
blackboard (or overhead projector) to list the essential points of a lecture, or
who provide them with an outline to follow along with during lecture.

They benefit from information obtained from textbooks and class notes.

They tend to like to study on their own in a quiet room.

They often see information "in their mind's eye" when they are trying to
remember something.
Visual/Nonverbal Learning Style

The learner learns best when information is presented visually and in a picture
or design format.

In a classroom setting, they benefit from instructors who use visual aids such as
film, video, maps and charts.

They benefit from information obtained from the pictures and diagrams in
textbooks.

They tend to like to work in a quiet room and may not like to work in study
groups.

When trying to remember something, they can often visualize a picture of it in
their mind.

They may have an artistic side that enjoys activities having to do with visual art
and design.
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Tactile/Kinesthetic Learning Style

The learner learns best when physically engaged in a "hands on" activity.

the classroom, they benefit from a lab setting where they can manipulate
materials to learn new information. T

They learn best when they can be physically active in the learning environment.
They benefit from instructors who encourage in-class demonstrations, "hands
on" student learning experiences, and field work outside the classroom.
The Auditory/Verbal Learning Style

The learner learns best when information is presented auditory in an oral
language format.

In a classroom setting, they benefit from listening to lecture and participating in
group discussions.

They also benefit from obtaining information from audio tape.

When trying to remember something, they can often "hear" the way someone
told them the information, or the way they previously repeated it out loud.

They learn best when interacting with others in a listening/speaking exchange .
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Visual/Verbal Learning Style - Suggested approaches
To aid recall, make use of "colour coding" when presenting new information in notes.
Encourage the use of highlighter pens, highlighting different kinds of information in
contrasting colours.
Encourage this type of learner to write out sentences and phrases that summarize key
information obtained from their textbook and lesson.
Make flashcards of vocabulary words and concepts that need to be memorized. Use
highlighter pens to emphasize key points on the cards. Limit the amount of information
per card so their mind can take a mental "picture" of the information.
When learning information presented in diagrams or illustrations, write out
explanations for the information.
When a problem involves a sequence of steps, write out in detail how to do each step.
Make use of computer word processing. Copy key information from their notes and
textbook into a computer. Use the print-outs for visual review.
Before an exam, encourage the learner to make visual reminders of information that
must be memorized. Eg. Make "stick it" notes containing key words and concepts and
place them in highly visible places --on their mirror, notebook, etc..
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Visual/Nonverbal Learning Style - Suggested approaches
Make flashcards of key information that needs to be memorized. Draw symbols and
pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and
pictures on the flashcards. Limit the amount of information per card, so their mind can
take a mental "picture' of the information.
When learning mathematical or technical information, make charts to organize the
information. When a mathematical problem involves a sequence of steps, draw a series
of boxes, each containing the appropriate bit of information in sequence.
Use large square graph paper to assist in creating charts and diagrams that illustrate
key concepts.
Use the computer to assist in organizing material that needs to be memorized. Using
word processing, create tables and charts with graphics that help them to understand
and retain course material. Use spreadsheet and database software to further organize
material that needs to be learned.
As much as possible, translate words and ideas into symbols, pictures, and diagrams.
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Tactile/Kinaesthetic Learning Style - Suggested approaches
Encourage the learner to sit near the front of the room and take notes throughout the
class period. Don't worry about correct spelling or writing in complete sentences. Let
them jot down key words and draw pictures or make charts to help them remember the
information they are hearing.
Think of ways to make their learning tangible, i.e. something they can put their hands
on. For example, make a model that illustrates a key concept. Spend extra time in a lab
setting to learn an important procedure. Spend time in the field (e.g. a museum,
historical site, or job site) to gain first-hand experience of the subject matter.
To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards on
a table top to represent the correct sequence. Put words, symbols, or pictures on the
flashcards -- anything that helps them remember the information. Use highlighter pens
in contrasting colours to emphasize important points. Limit the amount of information
per card to aid recall. Practice putting the cards in order until the sequence becomes
automatic.
Make use of the computer to reinforce learning through the sense of touch. Using word
processing software, let them copy essential information from their notes and textbook.
Use graphics, tables, and spreadsheets to further organize material that must be
learned.
Listen to audio tapes on an iPod while exercising. Make their own tapes containing
important course information.
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The Auditory/Verbal Learning Style - Suggested approaches
Encourage the learner to study in a group to assist them in learning course material. Or,
working with a regular study partner on an on-going basis to review key information
and prepare for exams.
When studying by themself, encourage them to talk out loud to aid recall.
Record their lessons. Use the 'pause' button to avoid taping irrelevant information. Use
a tape recorder equipped with a 3-digit counter. At the beginning of each lecture, set
their counter to '000.' If a concept discussed during a lesson seems particularly
confusing, get them to glance at the counter number and jot it down in their notes.
Later, they can fast forward to that number to review the material that confused them
during lecture. Making use of a counter and pause button while tape recording allows
them to a void the tedious task of having to listen to hours and hours of lecture tape.
Use audio tapes such as commercial books on tape to aid recall. Or, create audio tapes
by reading notes and textbook information into a tape recorder. When preparing for an
exam, get them to review the tapes whenever they can.
When learning mathematical or technical information, get them to "talk their way"
through the new information. State the problem in their own words. Reason through
solutions to problems by talking out loud to them or with a study partner. To learn a
sequence of steps, get them to write them out in sentence form and read them out loud.
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Models
1. Kolb’s learning cycle
2. Honey and Mumford’s learning cycle and learning styles
3. McCarthy’s 4MAT system
Stages in the Learning Cycle
Concrete Experience (CE):
Feeler - learning from feeling and personal involvement Pragmatist
e.g. team games, ice breakers, problem solving, discussion, practical exercises, debates
Reflective Observation (RO):
Watcher - learning by watching and listening Watcher
e.g. observation, write a short report, give feedback to other participants, quiet thinking
time, tea & coffee breaks, completing learning logs or diaries
Abstract Conceptualization (AC):
Thinker - learning by thinking Theorist
e.g. present models, give theories, give facts
Active Experimentation (AE):
Doer - learning by doing Activist
e.g. use case studies, use role play, ask learners to use real problems
Four different Kolb learners
Type I (concrete, reflective) Diverger - reflectors
Type II (abstract, reflective) Assimilator - theorists
Type III (abstract, active) Converger - pragmatists
Type IV (concrete, active) Accomodator -activists
Type I – Diverger (reflectors)

strengths lie in an imaginative ability

prefer to watch rather than do, be cautious, thoughtful

tend to be interested in people and emotional elements
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
counsellors, organisational development specialists and personnel managers

broad cultural interests and tend to specialise in the arts
Type II – Assimilator (theorists)

ability to create theoretical models

less interested in people and less concerned with practical applications of
knowledge

often more concerned with abstract concepts

perfectionist, overcautious

more characteristic of basic science and mathematics than applied sciences

learn best from experts, after observing and reflecting on everything
Type III - Converger (pragmatists)

greatest strength is in the practical application of idea

tend to be relatively unemotional

prefer to deal with things rather than people

tend to have narrow technical interests

prefer to watch someone or a video doing something and then immediately try it
themselves

reads the manuals and then assembles the furniture

often choose to specialise in the physical sciences
Type IV – Accomodator (activists)

strengths lie in doing things and involving themselves in new experiences

excel in adapting to specific immediate circumstances

tend to solve problems intuitively, relying on others for information, gut feeling
rather than logic

often found working in marketing and sales

at ease with people but is sometimes seen as impatient and pushy

often in technical or practical fields

would never read a manual
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