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Session 5 (Learner Types. Learning Styles)

This document discusses learner types and learning styles. It includes a grid that describes different learner types like intuitive, formal, informal, imaginative, active, and deliberate learners. There are also case studies and activities to match learner types. The document also includes a learning style questionnaire to determine if learners are more visual, auditory, or kinesthetic. Finally, there are activities to think of ways to incorporate learning styles into teaching English at school.

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Sophia Nazarenko
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77 views5 pages

Session 5 (Learner Types. Learning Styles)

This document discusses learner types and learning styles. It includes a grid that describes different learner types like intuitive, formal, informal, imaginative, active, and deliberate learners. There are also case studies and activities to match learner types. The document also includes a learning style questionnaire to determine if learners are more visual, auditory, or kinesthetic. Finally, there are activities to think of ways to incorporate learning styles into teaching English at school.

Uploaded by

Sophia Nazarenko
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Session 5

Learner Types
Learning Styles.

Activity 1. Read the quotation and comment what consequences it may have for teaching:

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its
whole life believing that it is stupid.

Activity 2. Analyze the description of learner types in the grid below. Read the case studies and
match each case with the name in the grid.

Learner Type Description


An Intuitive Learner - Easily grasps overall patterns;
- Likes discovering possibilities;
- Works faster;
- Is more innovative;
- Usually misses details;
- Dislikes repetition
- Is good at learning abstract concepts.
A Formal Learner - Is structured and organized in terms of time, objectives and
resources;
- Likes having rigid curriculum.
An Informal Learner - Picks up information from TV, over the internet, films;
- Likes direct interaction with individuals;
- Learns without realizing the learning process.
An Imaginative Learner - Is open to sensory input;
- Needs to express his/her beliefs, feelings;
- Likes personal involvements, associations;
- Enjoys brainstorming and generating ideas.
An Active Learner - Learns by manipulating information;
- Processes information by talking about it and trying it out;
- Likes explaining to others;
- Likes group work.
A Deliberate Learner - Sets aside time and effort specifically to learn;
- Plans for specific outcomes;
- Likes using flashcards, making lists.
A Self-Aware Learner - Monitors his/her own achievements;
- Knows his/her own strengths and weaknesses;
- Knows what works best for him/her;
- Is able to reflect on his/her own learning process.
Activity 3. Work in groups and make a list of activities each type of learner would benefit from.

Learning styles
Activity 4. Complete Learning Style Questionnaire:

1 – Never applies to me
2 – Sometimes applies to me
3 – Often applies to me
SECTION 1

1) ____ I enjoy doodling and even my notes have lots of pictures and arrows in them.
2) ____ I remember something better if I write it down.
3) ____ I get lost or am late if someone tells me how to get to a new place and I don’t write
down the directions.
4) ____When trying to remember someone’s telephone number, or something new like that,
it helps me to get a picture of it in my mind.
5) ____ If I’m taking a test, I can “see” the textbook page and where the answer is located.
6) ____ It helps me to look at the person while listening.
7) ____ Using flashcards helps me to retain the material for tests.
8) ____ It’s hard for me to understand what a person is saying when there are people talking
or music playing.
9) ____ It’s hard for me to understand a joke when someone tells me.

10)____ It’s better for me to get work done in a quiet place.

SECTION 2
1) ____ My written work doesn’t look neat to me. My papers have crossed-out words and
erasures.
2) ____ It helps to use my finger as a pointer when reading to keep my place.
3) ____ Papers with very small print or poor copies are tough on me.
4) ____ I understand how to do something if someone tells me, rather than having to read
the same thing to myself.
5) ____ I remember things that I hear, rather than things that I see or read.
6) ____ Writing is tiring. I press down too hard with my pen or pencil.
7) ____ My eyes get tired fast, even though the eye doctor says that my eyes are ok.
8) ____ When I read I mix up words that look alike, such as “them” and “then”, “bad” and
“dad”.
9) ____It’s hard for me to read other people’s handwriting.
10) _____ If I had the choice to learn new information through a lecture or textbook, I
would choose to hear it rather than read it.

SECTION 3

1) ____ I don’t like to read directions; I’d rather just start doing.
2) ____ I learn best when I’m shown how to do something.
3) ____ Studying at a desk is not for me.
4) ____ I tend to solve problems through a more trial and error approach, rather than from a
step-by-step method.
5) ____ Before I follow directions, it helps me to see someone else do it first.
6) ____ I find myself needing frequent breaks while studying.
7) ____ I’m not skilled at giving verbal explanations or directions.
8) ____ I do not become easily lost, even in strange surroundings.
9) ____ I think better if I have the freedom to move around.
10) ____ When I can’t think of a specific word, I use my hands a lot and call
something “what-cha-ma-call-it” or a “thing-a-ma-jig”.

Section 1 score ______ (Visual learner)

Section 2 score ______ (Auditory)

Section 3 score ______ (Kinesthetic)

Activity 5. Ascribe characteristics to visual (V), auditory (A) or kinesthetic (K):

1. Learns through verbal instructions from self or others.


2. Learns by doing and direct involvement.
3. Learns by seeing or watching demonstrations.
4. Is often a poor speller, writes words to determine if they “feel” right.
5. Prefers stories where action occurs early; fidgets while reading; not an avid reader.
6. Likes descriptions, sometimes stops reading to stare into space and imagine scene.
7. Enjoys dialogues and plays; moves lips or sub-vocalizes.
8. Remembers names but forgets faces, remembers by auditory repetition.
9. Remembers best what was done, but not what was seen or talked about.
10. Remembers faces, but not names; writes things down, takes notes.
11. Vivid imagination, thinks in pictures.
12. Imagines things in sounds.
13. Attacks problems physically, impulsive.
14. Organizes thoughts by writing them.
15. Talks problems out.
16. Talks about situations, discusses pros and cons of what to do.
17. Tries things out, touches, feels or manipulates.
18. Easily distracted by sound.
19. Distracted by movement;
20. Not attentive to visual or auditory presentation so may seem distracted.
21. Hums, talks to self or others.
22. Fidgets or finds reasons to move.
23. Stares or doodles.

Activity 6. Work in pairs and think of 5 ways to use the information about learning styles in the
process of teaching English at school.

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