Learning Styles
Remember that one of the goals of tutoring is to make the student an independent learner. To
accomplish this you want to incorporate into your tutoring sessions, whenever possible,
information on how to study.
A student's learning style may be defined in part by the answers to five questions:
1. What type of information does the student preferentially perceive: sensory---sights,
sounds, physical sensations, or intuitive---memories, ideas, and insights?
2. Through which modality is sensory information most effectively perceived: visual--pictures, diagrams, graphs, demonstrations, or verbal---sounds, written and spoken words
and formulas?
3. With which organization of information is the student most comfortable: inductive---facts
and observations are given, underlying principles are inferred or deductive---principles
are given, consequences and applications are deduced?
4. How does the student prefer to process information: actively---through engagement in
physical activity or discussion, or reflectively---through introspection?
5. How does the student progress toward understanding: sequentially---in a logical
progression of small incremental steps, or globally---in large jumps, holistically?
Sensing and Intuitive Perception
People are constantly being bombarded with information, both through their senses and
from their subconscious minds. The volume of this information is much greater than they
can consciously attend to; they therefore select a minute fraction of it to admit to their
"working memory" and the rest of it is effectively lost. In making this selection, sensing
learners (sensors) favor information that comes in through their senses and intuitive
learners (intuitors) favor information that arises internally through memory, reflection,
and imagination.
Sensors tend to be practical; intuitors tend to be imaginative. Sensors like facts and
observations; intuitors prefer concepts and interpretations. A student who complains
about courses having nothing to do with the real world is almost certainly a sensor.
Sensors like to solve problems using well-established procedures, don't mind detail work,
and don't like unexpected twists or complications; intuitors like variety in their work,
don't mind complexity, and get bored with too much detail and repetition. Sensors are
careful but may be slow; intuitors are quick but may be careless.
Sensing learners learn best when given facts and procedures, but most science courses
(particularly physics and chemistry) focus on abstract concepts, theories, and formulas,
putting sensors at a distinct disadvantage. Moreover, sensors are less comfortable than
intuitors with symbols; since words and algebraic variables---the stuff of examinations--are symbolic, sensors must translate them into concrete mental images in order to
understand them. This process can be a lengthy one, and many sensors who know the
material typically run out of time on tests.
Visual and Verbal Input.
Visual learners get more information from visual images (pictures, diagrams, graphs,
schematics, demonstrations) than from verbal material (written and spoken words and
mathematical formulas), and vice versa for verbal learners. If something is simply said
and not shown to visual learners (e.g. in a lecture) there is a good chance they will not
retain it.
Most people (at least in western cultures) are visual learners while the information
presented in almost every lecture course is overwhelmingly verbal---written words and
formulas in texts and on the chalkboard, spoken words in lectures, with only an
occasional diagram, chart, or demonstration breaking the pattern.
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Inductive and Deductive Organization.
Inductive learners prefer to learn a body of material by seeing specific cases first
(observations, experimental results, numerical examples) and working up to governing
principles and theories by inference; deductive learners prefer to begin with general
principles and to deduce consequences and applications. Since deduction tends to be
more concise and orderly than induction, students who prefer a highly structured
presentation are likely to prefer a deductive approach while those who prefer less
structure are more likely to favor induction.
Research shows that of these two approaches to education, induction promotes deeper
learning and longer retention of information and gives students greater confidence in their
problem-solving abilities The research notwithstanding, most college science instruction
is exclusively deductive---probably because deductive presentations are easier to prepare
and control and allow more rapid coverage of material. In the words of a student
evaluating his introductory physics course,
Active and Reflective Processing.
Active learners tend to learn while doing something active---trying things out, bouncing
ideas off others; reflective learners do much more of their processing introspectively,
thinking things through before trying them out]. Active learners work well in groups;
reflective learners prefer to work alone or in pairs. Unfortunately, most lecture classes do
very little for either group: the active learners never get to do anything and the reflective
learners never have time to reflect. Instead, both groups are kept busy trying to keep up
with a constant barrage of verbiage, or else they are lulled into inattention by their
enforced passivity.
Sequential and Global Understanding.
Sequential learners absorb information and acquire understanding of material in small
connected chunks; global learners take in information in seemingly unconnected
fragments and achieve understanding in large holistic leaps. Sequential learners can solve
problems with incomplete understanding of the material and their solutions are generally
orderly and easy to follow, but they may lack a grasp of the big picture---the broad
context of a body of knowledge and its interrelationships with other subjects and
disciplines. Global learners work in a more all-or-nothing fashion and may appear slow
and do poorly on homework and tests until they grasp the total picture, but once they
have it they can often see connections to other subjects that escape sequential learners.
Types of Learning Styles
This breakdown of learning styles focuses on the way information is perceived. Encourage students to
utilize study strategies that complement their preferred style. If they do not know their style, direct
them to the CAS online workshop.
Visual Learners:
Learn through seeing...
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These learners need to see the teacher's body language and facial expression to fully understand
the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual
obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays
including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes
to absorb the information.
Study strategies for visual learners include:
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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
use multi-media (e.g. computers, videos, and filmstrips)
study in a quiet place away from verbal disturbances
read illustrated books
visualize information as a picture to aid memorization
Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening to what
others have to say. Auditory learners interpret the underlying meanings of speech through
listening to tone of voice, pitch, speed and other nuances. Written information may have little
meaning until it is heard. These learners often benefit from reading text aloud and using a tape
recorder
Study strategies for auditory learners include:
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participate in class discussions/debates
make speeches and presentations
use a tape recorder during lectures instead of taking notes
read text out aloud
create musical jingles to aid memorization
create mnemonics to aid memorization
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discuss your ideas verbally
dictate to someone while they write down your thoughts
use verbal analogies, and storytelling to demonstrate your point
Tactile/Kinesthetic Learners:
learn through, moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the
physical world around them. They may find it hard to sit still for long periods and may become
distracted by their need for activity and exploration.
Study strategies for tactile/kinesthetic learners include:
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take frequent study breaks
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
if you wish, listen to music while you study
skim through reading material to get a rough idea what it is about before settling down to read it in
detail.
Helping the Tutee to Independence
For most of the students coming into the center seeking help it is not a lack of ability that is giving them
problems, but rather knowledge of how to study effectively.
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Some want to use the center as a substitute for attending class. They will be looking for you to
take on the role of the instructor. This is not your responsibility as a tutor. If they miss class
refer them back to their instructor.
Some students will want you to sit with them and walk them through each homework problem.
During most shifts the student to tutor ratio is about 4:1 so it is not feasible for you to do this.
Most homework assignments contain 2 or more similar problems. Help them through the first
and have them work the next one on their own while you help another student. Let them know
that someone will come back and help them if they get stuck. By requiring them to thin through
the problem on their own, you are helping them attain independence.
Encourage their independence by having them look up formulas, definitions, theorems, and
concepts that are needed I their books or notebooks. They will then know how to find the
necessary information when a tutor is unavailable.
Pass on to them tips on how you studied the material to master it. Do not criticize their
instructor. Be positive stating ways other students who had that instructor studied to achieve
success.
Encourage student with the same instructor to work together. This gives them the opportunity
to gain a deeper understanding by explaining a concept to someone else.
Encourage them to incorporate the study cycle into their study routine.
Study Cycle
Reflect on your Learning- teach someone else, create
your own tests, recreate the test environment , figure
out what ways of studying worked best. etc
4
Reflect
3
Review
Review Often – Repetition is the key to strengthening
your brain’s neuropathways and creating long term
memory. The more you review and the more ways
you do it the better your brain is at recalling the
information
2
Attend
Attend class - Ask questions, take creative,
meaningful notes. Due to the preview, you will find
yourself feeling more confident and “connected” to
what is going on. Your notes will be more
meaningful and clear.
1
Preview
Intense Study Sessions
Set a Goal
(1-2 min)
Study with Focus
(30-50 min)
Take a Break
(5-10 min)
Preview before class. - Look over assigned material’s
bold and italicized print, headings, outlines, formulas,
images and graphs. Skim the chapter, read over
summaries and material at the end of the chapter. Ask
yourself questions you would like answered in class.
Review Process
Decide what you want to accomplish in your study
session
Study with focus and action - organize, map, summarize,
process
Reward yourself – call a friend, play a short game, get a
snack
Review
(5 min)
Go over what you just studied
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http://www.ldpride.net/learning_style_work.html
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
After Class
During the
Week
On the
Weekend
Scan Class Notes: fill in holes, see if
you have questions
(30-50 min ) *Intense Study Sessions - conduct
as needed to understand material
(5- 10 min)
(30-50 min) Pull it together - Review all notes
from the week