UNIT IV.

Styles
and Strategies
Learning Styles and Strategies
 In this series, we are exploring different learning
styles. The first way the brain can process
information is through images.

Traits of visual learners

Visual learners understand best when they see information. They may not understand spoken
instructions. Visual students like diagrams, flowcharts and graphs, and they find handouts
helpful, where they can write down what they hear or see as it is being described. Visual
learners notice small details, so will remember faces instead of names, and they tend to like
balance. They are often quiet students who like to read, draw and do craft. They will watch a
situation before getting involved. Visual learners express themselves through creativity.
 Visual learners are known to:
• make plans
• make decisions by writing lists
• have a strong imagination and daydream a lot
• understand projects as a whole.
Visual learners often work in areas such as
art, fashion, technology, computers and
mathematics.
 Visual learners can remember 75% of what they see or read, so they take
lots of notes. They have a good sense of direction because they can read
maps. Their love of balance means they tend to be neat. They often do well
in class tests because they remember where the information is and can see
it written down. They may like color. They may also like to be looking at a
person who is speaking because it helps them focus.

Learning strategies for visual

learners
Recognizing if you are a visual learner is a great starting point. If
you recognize these traits in your children, or the children you are
working with, you can help them to learn these strategies too.
 If you are a visual learner, write down the
information people tell you and try and work on
your own in a quiet place. Study works best if you:
• look at headings and pictures before reading whole sentences
Learning strengths of visual learners

• highlight important words in colour

• write down goals of projects
• sit in a place where you can easily see the teacher
• write your own notes and use charts, maps and graphs where possible
• use hands-on and practical tasks such as building models or doing case-studies – this
way you can show that you know how to do something rather than write down steps
• connect new information with concepts you already know so you understand topics
as a whole
• brainstorm and use diagrams and mind maps to show how everything you are
learning fits together.
 Teaching strategies

If you are teaching a visual learner:

• Use lots of different technology to present information such as PowerPoint,
videos and photos. Learning strengths of visual learners

• Organise information well with headings and pictures.

• Let the student be creative and use their imagination.
• After reading information, ask students to close their eyes so they can picture
what they have just learnt.
• When teaching, explain to students the reason they need to learn the
information, and how it will affect them. Always encourage discussion.
• Use handouts.
• Make sure there are no distractions.
In this series, we are exploring different learning
styles. The second way the brain can process
information is by listening.

Traits of auditory learners

Auditory learners understand information best when they are given verbal instructions.
Only 30% of school students are auditory learners. They often memorise best by hearing
and speaking out loud. They may talk a lot and interrupt others. They remember names
better than faces. Noise and music is very distracting and they don’t benefit as much as
other learners from pictures or practical activities. When listening, they often look
distracted, and like they are listening to their thoughts, with their eyes looking down to the
right. They often play musical instruments and sing or hum to themselves when busy. They
may be slow readers and find it hard to understand graphs and diagrams or read maps.  
Auditory learners often work in areas such as writing, journalism, teaching, law, languages
and speech pathology.
 Learning strengths of auditory learners

• Auditory learners are great at:

• explaining decisions
• telling stories
• detecting changes in speech, tone and emotions
• responding to lectures
• class discussions
• understanding grammar
• learning languages
• remembering conversations, music and lyrics
• speaking off the top of their head
 Learning strategies for auditory learners

Recognising if you are an auditory learner is a great starting point. If you recognise these traits in
your children, or the children you are working with, you can help them to learn these strategies too.
If you are an auditory learner, study works best if you:
• read out loud
• make and listen to CDs and audio tapes
• study in groups so you can discuss
• watch videos
• use word association and mnemonics
• repeat information with your eyes closed
• sit where you can hear the teacher well
• make up songs or jingles
• record lectures and discussions
• explain information to other people
 Teaching strategies of auditory learners
If you are teaching an auditory learner:
• use technology with sound, music or speech, such as computers, CDs, videos
or musical instruments
• encourage discussion
• encourage students to explain topics to each other
• encourage oral presentations
• explain information through songs, raps and poems
• allow times when the classroom is silent then times with quiet music
• allow students to record lectures
• give them lots of individual attention and instruction
• ask for the student to talk to you regularly about what they are learning.
 In this series, we are exploring different learning styles. The third way the brain can process information is through physically acting out the information.

Traits of tactile/kinaesthetic learners

Tactile/kinaesthetic learners process information best when they experience
the world themselves. For example, when learning how to tie shoelaces, they
will learn by trial and error, using practical ways and working it out with their
own hands. They enjoy being busy and using real tools and materials to imitate
their teachers and learn skills. They learn best by moving. They are often
considered hyperactive because they get bored and fidgety easily. They show
excitement and interest by moving around. They enjoy exploring, and find it
easier to understand abstract topics if they are explained in practical examples.
They often talk fast and use their hands, using touch, space and movement to
learn.
Tactile/kinaesthetic learners often work in such as sports, performance and
physiotherapy.
Learning strengths of tactile/kinaesthetic learners

Recognising if you are a tactile/kinaesthetic learner is a great starting

point. If you recognise these traits in your children, or the children you are
working with, you can help them to learn these strategies too.
Tactile/kinaesthetic learners are great at:

• remembering how to do something after doing it once themselves

navigating
• creative activities
• understanding the environment
• understanding how things work.
Learning strategies of tactile/kinaesthetic learners

If you are a tactile/kinaesthetic learner, make sure you are active and use your body
and sense of touch. Study works best if you:
• work with quiet music in the background
• take regular short breaks
• close your eyes and trace words or images with your finger
• make games, puzzles out of what you are learning
• do roleplays, performances or demonstrations of the information
• read notes while pacing
• teach others what you are learning
• write notes and draw
• get comfortable – some  tactile learners like to lie on their back while listening or reading
• fidget or eat snacks if you need to – some tactile learners tap pens in rhythm on the desk
• work in groups
• think of real-life examples of the information you are learning.
 Teaching strategies

When teaching tactile learners, it’s helpful to:

• allow students to stand or move while learning
• allow frequent short breaks
• teach with real life objects
• dress in costume
• encourage arts and crafts
• teach using science experiments
• be animated in your teaching for example sing dance and be loud – use lots of
energy
• encourage trial and error
• organise excursions and lessons outside.
What is Autonomy and awareness?
Learner autonomy is considered to be both an important skill and
attitude of learners, which involves responsibility for and control of the
learning process. A key notion in autonomy is interdependence,
developed through collaboration which results in heightened
awareness.
Learner autonomy is when students take control and responsibility
for their own learning, both in terms of what they learn and how they
learn it. Autonomy involves students having a range of learning
strategies which they are able to apply flexibly in different contexts.
Little (2000;69 ) defines autonomy in Language Learning as
“Autonomy in language learning depends on the development and exercise of capacity for detachment,
critical reflection, decision making and independent action; autonomous learners assume responsibility
for determining the purpose, content, rhythm and method of learning, monitoring its progress and
evaluating its outcomes.”

Individual autonomy is an idea that is generally understood to refer to the capacity to be one’s own
person, to live one’s life according to reasons and motives that are as one’s own and not the
product of manipulative or distorting external forces.
Autonomy and Awareness
Self Regulation
MEASUREMENT of LEARNING
STYLES
 What is an autonomous approach of learning?
• Defined as an approach to learning with which learners hold the power or
right to regulate and control their own learning activities. Learners are in
charge of their own learning processes with autonomy. Autonomous learning is
also called self-directed learning.
Why autonomy is important in learning?
• 1)It enhances the learner's motivation and leads to more effective learning.
2)It provides learners with more opportunities for English communication in a
non-native environment.
• 3) It caters to the individual needs of learners at all levels.
• 4) It has a lasting influence.
How do you teach learners autonomy?
• Here are some ways that we can create the conditions for promoting
learner autonomy.
• Set a learning path. ...
• Self-assess progress. ...
• Give learners options. ...
• Use learner-generated content. ...
• Take responsibility for learning. ...
• Strategies for independent learning. ...
• Get learners to take risks.
 Self - Regulation
THE ABILITY TO CONTROL OR REDIRECT DISRUPTIVE IMPULSES AND MOODS, TO REGULATE YOUR (NEGATIVE )
EMOTIONS.
CHARACTERISTICS:
- A prosperity for reflection and thoughtfulness
- Comfort with ambiguity and change
- Not letting emotions get the best of you
- Integrity – ability to say no to impulsive urges
- Ability to delay gratification

Self- Regulated Learning Process

THE ABILITY TO MONITOR AND CONROL OUR OWN BEHAVIOR, EMOTIONS, OR THOUGHTS, ALTERING THEM
IN ACCORDANCE WITH DEMANDS OF THE SITUATION.
COGNITIVE STRATEGIES
IS A STRATEGY INSTRUCTION DEVELOPS THE THINKING SKILLS THAT WILL MAKE STUDENTS STRATEGIC, FLEXIBLE
LEARNERS. PEOPLE USE SUCH STRATEGIES ALL THE TIME, LIKE WRITING A NOTE TO REMEMBER AN IMPORTANT FACT. FOR
SOME STUDENTS, COGNITIVE STRATEGIES MUST BE EXPLICITY TAUGHT SO THEY WILL BE ABLE TO CONSCIOUSLY THINK, “
THIS IS THE INFORMATION I WANT, AND THIS IS THE TOOL I CAN USE TO GET IT.” STUDENTS MUST ALSO HAVE MULTIPLE
OPPORTUNITIES TO PRACTICE COGNITIVE STRATEGIES. YHUS, STRATEGIES POWER TOOLS, WITH GREATER FLEXIBILITY.

METACOGNITIVE
“ALL LEARNING PROCESSESS AND BEHAVIORS INVOLVING ANY DEGREE OF REFLECTION, LEARNING-STRATEGY
SELECTION, AND INTENTIONAL MENTAL PROCESSING THAT CAN RESULT IN A STUDENT’S IMPROVED ABILITY
TO LEARN.”
 REFERENCES:
• https://www.showmeimages.com/news/visual_learner.html
• https://www.showmeimages.com/news//auditory_learner.html
• https://www.showmeimages.com/news//tactile_learner.html
• https://
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NEVER STOP LEARNING; FOR WHEN WE STOP
LEARNING, WE STOP GROWING.

- LOYAL ‘JACK’ LEWMAN

 THANK YOU AND GOD BLESS!!!

Submitted to: Dr. Mirasol Lim

Submitted by: Mary Kannady B. Cabarrubias