VAK

Auditory Learner:
often talk to themselves. They also may move their lips and read out loud.
They may have difficulty with reading and writing tasks. They often do better
talking to a colleague or a tape recorder and hearing what was said. To
integrate this style into the learning environment:

o Begin new material with a brief explanation of what is coming. Conclude

with a summary of what has been covered. This is the old adage of "tell them
what they are going to lean, teach them, and tell them what they have
learned."
o Use the Socratic method of lecturing by questioning learners to draw as
much information from them as possible and then fill in the gaps with you own
expertise.
o Include auditory activities, such as brainstorming, buzz groups, or
Jeopardy. Leave plenty of time to debrief activities. This allows them to make
connections of what they leaned and how it applies to their situation.
o Have the learners verbalize the questions.
o Develop an internal dialogue between yourself and the learners.

Auditory learners are those who learn best through hearing things. Look over these traits
to see if they sound familiar to you. You may be an auditory learner if you are someone
who:

 Likes to read to self out loud.

 Is not afraid to speak in class.
 Likes oral reports.
 Is good at explaining.
 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 periods.
 Enjoys acting, being on stage.
 Is good in study groups.

Auditory Learners Can Benefit from:

 Using word association to remember facts and lines.

 Recording lectures.
 Watching videos.
 Repeating facts with eyes closed.
 Participating in group discussions.
 Using audiotapes for language practice.
 Taping notes after writing them.

Worst test type:

Reading passages and writing answers about them in a timed test.

Best test type:

Auditory Learners are good at writing responses to lectures they've heard. They're also
good at oral exams.

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.

Auditory learners pick up new ideas and concepts better when they hear the
information. In this article we’ll look at the auditory learning style and how best
to present information to people who favor it.

Recognizing the Auditory Style

Auditory people can often follow directions very precisely after being told only
once or twice what to do. Some auditory learners concentrate better when they
have music or white noise in the background, or retain new information better
when they talk it out.

Since hearing and speaking are so closely related you’ll often find auditory
learners using they’re voice as well as their ears. They’ll often repeat what you’ve
said right back to you. It helps them process the information. They may also
remember complex sets of information by putting them to song or rhythm.
Singers are usually skilled auditory learners for example. That’s why they can
memorize a song after hearing it just a few times. Auditory people may also ask,
“Could you explain that again?” Other types of learners would ask you to do it
again, or show it again, but auditory learners want to hear it.

Once you start watching for the signs you’ll see just how many people prefer the
auditory style. I believe the experts say that about 30% of Americans are
auditory learners. That makes it a good bet you’ll be working with them in any
decent sized class.

Organization Techniques

As with the other styles of learning it’s best to let people arrange themselves
around you for instruction. Don’t force your students to stay in fixed lines while
you demonstrate. Lines always result in some people not being able to hear as
well as others - or feeling that they’ve been pushed to the back and can’t ask
questions.

I’d suggest giving your demonstrations toward the middle of the floor and not
near a wall. That way people can get all the way around you to find the best place
to listen from. You may have to encourage people to move around you since so
many of us are conditioned to being in neat little lines.

Likewise, it’s also a good idea to let people ask questions as soon as they have
them. Requiring people to raise their hands or otherwise wait for permission to
speak usually squanders the moment when a student is really hot to learn. You’ll
just end up back tracking to answer the question anyway, so let people speak up
when they want to and rely on informal means to keep things under control.

Expository Techniques

Auditory learners will try to do what you say - exactly what you say. You need to
speak clearly and completely or they’re going to head off in the wrong direction
for sure. Assuming you’ve got decent speaking skills, the thing to pay most
attention to is giving a detailed verbal description of what you’re doing. In other
words, you’ve got to put everything into words.

Saying "do it like this" is not enough. It’s talking, sure, but it’s not saying
anything. "Do it like this" means: Ignore what I’m saying and watch instead.
Instead of saying "put your hand here." Say "put your hand on the inside of the
knee." Instead of saying "push hard," say "push hard enough to pin their leg
down." Instead of saying, "move over here," say "move over next to the far leg."
See the pattern? Avoid saying things that assume the player can see what you’re
talking about.

Questioning Techniques

Getting verbal helps a lot of auditory learners. When they can both hear
something and then say it out loud for themselves it helps them process the
information. Most auditory learners like to ask questions too, if given the chance.
You can get things started, and give everyone confidence that you like questions,
by asking some questions of your own.

I would caution one thing though. Don’t make people feel like they’re being
tested by putting them on the spot. Address your question to the group as a
whole and don’t slight anyone who answers incorrectly.

One of my favorite ways to tell someone they’ve got it wrong is to use a

melodramatic voice and body language to say:

“Good answer! Good answer!”

Then pause a moment and say:

“It’s not the right answer, but it’s a good answer!”

“Good answer.”
If you ham it up people get the idea that the answer is wrong but there’s no
reason to be embarrassed.

Echoing

Verbal interaction is probably one of the weakest areas most coaches have.
Perhaps it’s because most of us grew up being told to keep quite in school. Now
that we’re the teacher we subconsciously induce our students to do the same.
Bad, bad us.

If you’re really having trouble with asking questions, one of the simplest ways to
start is a technique called echoing. It works like this:

Coach states: “Grab the near collar.”

Coach immediately asks: “What do you grab?”

Athletes echo: “The near collar.”

Coach echoes: “The near collar.”

Echoing is crude, but it works to get people’s jaws moving and that’s a start.
Keep it light hearted and try it for a few months. (No, it doesn’t work overnight.)
After everyone’s mouth is use to moving start branching out into real questions.

Like I said, echoing is crude, but it’s a start.

By the way, echoing can also be used as a motivational technique. People have to
pay more attention to what you’re saying if they know they have to echo what
you say.

Meta-Learning Techniques
Finally, and perhaps most importantly, you should help your students become
aware of their own auditory style and give them suggestions for putting it to use.
What I call rapping is a simple way to start.

Rapping

Rapping is a simple procedure auditory learners can use to help themselves learn
a new technique. Using short phrases, students quietly talk their way through the
new movements they’re learning. Each step has it’s own little key word
description that acts to jog the memory. The player should be able to put
together the key words for themselves from the description given by the coach.
Once the student starts to get the movements down, they can say the words in
rhythm to help smooth out their timing and pace.

Coaches can encourage rapping by asking students if they’ve got the rap down
and “let’s hear it.” And hey, maybe you can beat-box for ‘em too!

Or not.

Close
Now that you’ve got a grasp of the auditory learning style I think you’ll find you
can more precisely target your coaching for a number of your students. If you
haven’t already, I’d recommend taking a look at the other two sensory learning
styles, visual and kinesthetic, to round out your knowledge.

Visual learner:
have two sub-channels - l i n g u i s t i c and s p a t i a l . Learners who are
v i s u a l - l i n g u i s t i c like to learn through written language, such as reading
and writing tasks. They remember what has been written down, even if they
do not read it more than once. They like to write down directions and pay
better attention to lectures if they watch them. Learners who are v i s u a l -
s p a t i a l usually have difficulty with the written language and do better with
charts, demonstrations, videos, and other visual materials. They easily
visualize faces and places by using their imagination and seldom get lost in
new surroundings. To integrate this style into the learning environment:

o Use graphs, charts, illustrations, or other visual aids.

o Include outlines, concept maps, agendas, handouts, etc. for reading and
taking notes.
o Include plenty of content in handouts to reread after the learning session.
o Leave white space in handouts for note-taking.
o Invite questions to help them stay alert in auditory environments.
o Post flip charts to show what will come and what has been presented.
o Emphasize key points to cue when to takes notes.
o Eliminate potential distractions.
o Supplement textual information with illustrations whenever possible.
o Have them draw pictures in the margins.
o Have the learners envision the topic or have them act out the subject
matter.
o Is good at spelling but forgets names.
o Needs quiet study time.
o Has to think awhile before understanding lecture.
o Is good at spelling.
o Likes colors & fashion.
o Dreams in color.
o Understands/likes charts.
o Is good with sign language.

Learning Suggestions for Visual Learners

 Draw a map of events in history or draw scientific process.
 Make outlines of everything!
 Copy what's on the board.
 Ask the teacher to diagram.
 Diagram sentences!
 Take notes, make lists.
 Watch videos.
 Color code words, research notes.
 Outline reading.
 Use flashcards.
 Use highlighters, circle words, underline.

Best Test Type for Visual Learners:

Diagramming, reading maps, essays (if you've studied using an outline), showing a
process

Worst test type:

Listen and respond tests

 Visual Learners:

 learn through seeing...                    .

 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 hand-
outs.  During a lecture or classroom discussion, visual learners often prefer to
take detailed notes to absorb the information.

visual learning relates to the fundamental ways in which people take-in

information. As you can guess, visual learners learn predominantly with their
eyes. They prefer to see how to do things rather than just talk about them. It’s
the old monkey see, monkey do kind of thing. Since about 60% of people are
visual learners you can count on working with them in every class you teach.

Visual learners prefer to watch demonstrations and will often get a lot out of
video taped instruction as well. You can sometimes tell you’re dealing with a
visual learner when they ask, “Can I see that again?” Other types of learners
would ask if you could do it again, or explain it again, but visual learners will
often say they want to see it. It’s just a little sign that the person you’re coaching
may be a visual learner.

There are two important guidelines to follow in coaching for visual learners. The
first is to make sure you are showing the movements as completely and clearly as
possible. If you’re demonstrating a technique and part of the movement is hidden
from view, you’ll want to find a way to rearrange things. You may have to get
pretty creative, but the main thing is to position yourself so that everything
you’re doing is available for viewing.
You also don’t want to rush or cut corners during a demonstration. Players need
to see exactly how things should look from beginning to end. Coaches will
frequently cover the key part of a technique with precision, but then get sloppy
with the rest. Remember, monkey see, monkey do. Visual learners are going to
do what they see you doing. They’ll subconsciously pick up on the sloppy
movements and begin copying them - often even if you tell them not to.

Those are the two main guidelines for visual coaching: Show everything clearly
and show everything exactly as you want it to be done.

Based on those ideas, here are a few things you can do, and not do, to improve
your coaching for visual learners.

 Always take the time to show the technique from a number of different
angles and encourage your students to move around and find the best
viewing angles.
 Do not force your students to stay in fixed lines while you demonstrate.
This always results in some people blocking the view of others.
 Give your demonstrations toward the middle of the floor, not near a wall.
That way people can get all the way around you.
 Every now and then throw out a banana. Monkeys like bananas.

Kinesthetic Learner:
do best while touching and moving. It also has two sub-channels: kinesthetic
(movement) and tactile (touch). They tend to lose concentration if there is little
or no external stimulation or movement. When listening to lectures they may
want to take notes for the sake of moving their hands. When reading, they like
to scan the material first, and then focus in on the details (get the big picture
first). They typically use color highlighters and take notes by drawing pictures,
diagrams, or doodling. To integrate this style into the learning environment:

o Use activities that get the learners up and moving.

o Play music, when appropriate, during activities.
o Use colored markers to emphasize key points on flipcharts or white
boards.
o Give frequent stretch breaks (brain breaks).
o Provide toys such as Koosh balls and Play-Dough to give them something
to do with their hands.
o To highlight a point, provide gum, candy, scents, etc. which provides a
cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).
o Provide highlighters, colored pens and/or pencils.
o Guide learners through a visualization of complex tasks.
o Have them transfer information from the text to another medium such as a
keyboard or a tablet.

http://www.nwlink.com/~donclark/hrd/styles/vakt.html

Kinesthetic learners are those who learn through experiencing/doing things. Look over
these traits to see if they sound familiar to you. You may be a kinesthetic learner if you are
someone who:

 Is good at sports.
 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.

Kinesthetic Learners Can Benefit from:

 Studying in short blocks.

 Taking lab classes.
 Role playing.
 Taking field trips, visiting museums.
 Studying with others.
 Using memory games.
 Using flash cards to memorize.<.li>

Worst Test Type:

Long tests, essays.

Best Test Type:

Short definitions, fill-ins, multiple choice.

http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm

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.

http://www.ldpride.net/learningstyles.MI.htm#types%20of%20learning%20styles
About 10% of the general population are kinesthetic learners. They prefer to
learn by getting their body into action and moving around. They are “hands-on”
types who prefer doing to talking. In this article we’ll look at the kinesthetic
learning style and how best to present information to people who favor it.

Recognizing the Kinesthetic Style

While only about 10% of the general population are kinesthetic learners, it’s a
good bet a lot more people in a grappling class are. Only people who enjoy lots of
hands-on work tend to keep coming back to something so physical.

As a coach you can count on all of your players to engage in kinesthetic learning.
They may not be kinesthetic-oriented by nature, but grappling will eventually
shape them into skilled kinesthetic learners.

Let me point out a few indicators of the kinesthetic style.

When you’re giving a demonstration the people who always ask you to
demonstrate on them so they can feel the technique, are very likely kinesthetic
learners (and masochists).

You’ll also see the kinesthetic types following along as you demonstrate - moving
their arms and legs in imitation of what you’re doing. Moving is so fundamental to
kinesthetic learners that they often just fidget if nothing else. It helps them
concentrate better.

Organization Techniques

If you talk for more than ten minutes during a technical demonstration you’ve
gone way too long. Kinesthetic learners need to get to the action as soon as
possible. Even visual and auditory learners can’t keep track of 10 minutes worth
of non-stop details. Three minutes is my rule. If I can’t demonstrate something in
under three minutes I usually break it down into smaller chunks. Say what you
need say, don’t say anything else and then get to work.

This is a very important point that relates not just to kinesthetic learners but to
everyone in general. It has to do with the relationship between short-term-
memory and learning. Check out the article entitled Chunking to find out more.

Meta-Learning Techniques

One of the most important things you can do regarding learning styles is help
your students become aware of their own preferences. Be sure to talk to your
students about kinesthetics.

Kinesthetics simply refers to an awareness of changes in pressure, momentum,

balance and body position in general. It’s all about feeling what you’re doing as
you do it. Kinesthetic learning is not particularly difficult to understand but
because so many people regard learning as something you do by reading books
or listening to lectures, they often haven’t given a great deal of thought to
physical movement as a means of study.

For some people, taking a grapping class may actually be the very first time they
become consciously aware of kinesthetics, so make sure all of your students
know what it is and that they will need to make extensive use of kinesthetic
learning methods to succeed. Even predominantly visual and auditory learners
need to make use of all the kinesthetic techniques they can.

http://www.grapplearts.com/Learning-Styles-in-Grappling.htm

Mix

Understanding and Identifying

Auditory, Visual and Kinesthetic
Learning Styles

Auditory Visual Kinesthetic

Identify sounds related to Have a sharp, clear Develop a strong feeling

an experience picture of an experience towards an experience

Do you make pictures in

your head
I hear you clearly, Do you feel what you are
Do you have visual
saying?
images in your head as
I want you to listen . . .
you are talking and
Are you in touch with
listening to me?
This sounds good what I am saying?
Can you see what I am
saying?

How do you feel about

this situation?
How do you see the
situation?
How do you hear this I'm getting a handle on
situation going? this material.
What do you see
stopping you?
What do you hear that is Let's move together.
stopping you?
This looks good.
Does what I am putting
Sounds heavy. you in touch with feel
Do you see what I am
right?
showing you?
Sounds heavy.

Word Selections Word Selections Word Selections

tinkling silent squeal color clear spiral showed felt body sensations feel
blast screaming choking vivid notice pain touch

Lecture Fantasies Kinesthetics complain:

 Do you love me? Visuals complain:
Auditories don't pay "Auditory and visual
Auditories complain: attention to them because people are insensitive."
Kinesthetics don't listen. they don't make eye
contact.
http://people.usd.edu/~bwjames/tut/learning-style/styleunder.html

vak learning style indicators (free self-test

questionnaire)
    visual   auditory   kinesthetic/physical

when
operating
new listen to or ask
read the have a go and learn
1 equipmen   for an    
instructions by 'trial and error'
t for the explanation
first time
I prefer to

when
seeking follow my nose or
look at a ask for spoken
2 travel     maybe use a  
map directions
directions compass
I..

when
cooking a follow a call a friend for follow my instinct,
3      
new dish recipe explanation tasting as I cook
I..

to teach
someone write demonstrate and let
4   explain verbally    
somethin instructions them have a go
g I..

I tend to "I see what "I hear what "I know how you
5      
say.. you mean" you are saying" feel"

6 I tend to "show me"    "tell me"   "let me try"  

 say..

"watch
I tend to "listen to me
7 how I do     "you have a go"  
say.. explain"
it"

complaini
go back to the store,
ng about
write a or send the faulty
8 faulty   phone    
letter item to the head
goods I
office
tend to..

I prefer
these museums music or physical activities or
9      
leisure or galleries conversation making things
activities

when
shopping look and discuss with
10     try on, handle or test  
generally decide  shop staff 
I tend to..

choosing listen to
read the imagine the
11 a holiday   recommendatio    
brochures experience 
I.. ns

choosing
read the discuss with test-drive what you
12 a new car      
reviews friends fancy
I..

I talk through
I watch
with the teacher I like to give it a try
learning a what the
13   exactly what I   and work it out as I  
new skill teacher is
am supposed to go along by doing it
doing
do

choosing I imagine
I talk through
from a what the I imagine what the
14   the options in    
restaurant food will food will taste like
my head
menu.. look like

15 when I sing   I listen to the   I move in time with  

listening along to lyrics and the the music
 the lyrics
(in my
to a band beats
head or out
loud!)

focus on discuss the

move around a lot,
when the words problem and
fiddle with pens and
16 concentra or pictures   possible    
pencils and touch
ting I.. in front of solutions in my
unrelated things
me head

writing saying them

I doing and practising
notes or aloud or
remember the activity, or
17 keeping   repeating words    
things imagining it being
printed and key points
best by.. done
details in my head

my first
looking at
18 memory   being spoken to   doing something  
something
is of

visualise talk over in my

when can't sit still, fiddle
the worst- head what
19 anxious,     and move around  
case worries me
I.. constantly
scenarios most

I feel
especially
connected how they what they say how they make me
20      
to others look to me feel
because
of

write lots
when I I talk over my
of revision imagine making the
revise for notes, to myself
21 notes     movement or  
an exam, or to other
(using lots creating the formula
I.. people
of colours!)

22 when show them   explain to them   encourage them to  

explaining what I in different try and talk them
somethin mean ways until they through the idea as
g to understand they try
someone,
 I tend to..

photograph
listening to
y or physical/sports
my main music or
watching activities or fine
23 interests   listening to the    
films or wines, fine foods or
are radio or talking
people- dancing
to friends
watching

most of
doing physical
my free watching talking to
24     activity or making  
time is television friends
things
spent..

when I
I arrange a
first I talk to them
face to I try to get together
25 contact a   on the    
face to share an activity
new telephone
meeting
person..

I first
notice look and sound and
26     stand and move  
how dress speak
people..

I keep
replaying in
if I am I shout lots and I stomp about, slam
my mind
27 very   tell people how   doors and throw  
what it is
angry.. I feel things
that has
upset me

I find it
28 easiest to faces   names   things I have done  
remember

I think I
can tell they avoid
their voice the vibes I get from
29 someone looking at      
changes them
is lying you
because..

30 When I'm I say "it's   I say "it's great   I give them a hug or  
 meeting
with an great to to hear your
a handshake
old see you!" voice!"
friend..

kinesthetic/physic
  totals visual   auditory  
al

http://www.businessballs.com/vaklearningstylestest.htm