Developing teaching methods based on learning-styles will engage students so that they will retain knowledge at a higher level, boost their academic scores, and show enthusiasm to learn. “Research at the middle level indicates that most students are taught in a formal classroom setting though the use of traditional instructional methods such as lectures, assigned readings, drills, and independent practice. Learning-style researchers indicate that many students achieve well in a traditional educational environment, but the majority of students do not” (Minotti, 2005, 67). Unless diversity in teaching methods is used, it can lead to a long tedious road for many children as they move through their academic careers. Understanding learning-styles and how to change teaching methods to cater to learning-styles is one way to help develop a life long love of learning and deliver positive results.
Learning-styles is the idea that people, in this case children, learn differently (LdPride, 1998). There are three classes of learning-styles: visual, auditory, and kinesthetic. A learning-style test is administered to determine an individual learning-style. The most widely used test was developed by the Oklahoma Institute of Learning Styles by Dr. Sue Ellen Read and Dr. Rita Dunn (Oklahoma Institute for Learning Styles [OILS], 2002, 2006). Other learning-styles tests can be found on the Internet and can also provide good results. Although it may be difficult to determine and work with every single student in a large classroom setting, this test offers insight on how a teacher can best reach the class to deliver and receive the desired results: higher retention, better academic scores, and improve enthusiasm from the students.
The first class is the visual learners who need to “see” a lesson in order to absorb and comprehend. They prefer to have pictures to accompany words, they prefer written instruction versus oral instruction, they enjoy organizing and decorating their work areas, and they retain information best when “delivered through maps, charts, diagrams” (Berghuis, 2001-05), or other images.
For the visual learner there are several ways they can adjust learning to benefit their learning-style. Most importantly the individual visual learner needs to “observe the teacher's body language and facial expressions” (LdPride, 1998) they need to sit closer to the front of the room to gain an unconstructive view, they rely on maps, graphs, pictures, and will take copious notes (Berghuis, 2001-05). These learners do better when they can highlight and make marginal notes in their texts (Berghuis, 2001-05). They should also preview a text's chapter by scanning over graphs, maps, pictures or other visual stimulants to give them an understanding of the material being presented. Visual learners tend to think in pictures when recalling information (LdPride, 1998) so all of these visual cues work together to help provide the overall lesson.
Teaching to visual learners allow for a variety of teaching methods, most of which are appealing to all three learning-styles. Creating posters and collages to demonstrate historical events, simulating popular game shows to review information, creating multidimensional displays, displaying information through slide shows, and accessing the Internet are all ways to engage the visual learner.
The next class is the auditory learners who need to receive instruction through listening and other verbal cues. These students should use tape recorders for longer lectures, use flashcards and review orally, and read text assignments out loud. They will also do better when studying aloud with another person.
For teaching methods in the classroom, these students will thrive in discussion groups, teach back groups, and will take their audio cues by the subtle nuances of the voice delivering the lecture (LdPride, 1998). The teacher should use variations in her voice and oral expressions to relay information and avoid using a monotone and no expression. These learners comprehend better when they also repeat information out loud
(Berghuis, 2001-05). This could include teach back sessions, oral reading, or small group discussions. They also do well when given the chance to do oral presentations
(Berghuis, 2001-05).
The last class is the kinesthetic learners. This group learns best when actively involved through such means as moving, doing, and using manipulatives to learn the topic (LdPride, 1998). This group learns by doing and may become easily distracted when forced to sit for long periods of time (LdPride, 1998). These students should try playing soft background music while studying. They should take frequent short breaks to help them concentrate and keep their interest peaked (Berghuis, 2001-05). When learning new ideas it is best for them to be shown how to do something and then have them do it to reinforce the lesson.
Classroom ideas for the kinesthetic learners include hands-on activities such as crafts, cut outs, demonstrations, charades, dance, playacting, and experiments. Once again, these types of activities can also appeal to the visual and auditory learners, but assist the kinesthetic learner the most. These activities feed their need to stay active and get them focused on task.
