Learning Styles

(Now that summer is here, it is time for me to discuss different educational topics alphabetically. Please join in the conversation and tell me what you think!)

I really believe that focusing on my students’ learning styles is important to teaching effectively. If I don’t understand what their style of learning is, then I’m wasting valuable time and they will be struggling to understand what I’m teaching.

There are many different learning styles that have been identified, but some of the most common include:

• Visual learners learn best by seeing the information. They may prefer to read textbooks, watch videos, or use graphic organizers to help them understand new concepts.
• Auditory learners learn best by hearing information. They may prefer to listen to lectures, participate in discussions, or record themselves reading so they can listen to the material again later.
• Reading/writing learners learn best by reading and writing. They may prefer to take notes, write essays, or create stories to help them understand new concepts.
• Kinesthetic learners learn best by doing. They may prefer to participate in hands-on activities, experiments, or role-playing to help them understand new concepts.

It is important to note that most people do not have a single learning style. Instead, they may have a combination of learning styles. For example, someone might be a visual and auditory learner, or a kinesthetic and reading/writing learner.

There are many ways that teachers can accommodate different learning styles in the classroom. Here are a few ideas:

• Use a variety of teaching methods. This could include lectures, discussions, hands-on activities, and group work.
• Provide visual aids. This could include charts, graphs, diagrams, and pictures.
• Use audio recordings. This could include lectures, discussions, or stories.
• Encourage students to take notes. This will help them to process the information and make it more memorable.
• Provide opportunities for students to practice what they have learned. This could include hands-on activities, role-playing, or writing assignments.

By understanding different learning styles and using a variety of teaching methods, teachers can help all students to learn effectively.

Here are some additional tips for teaching to different learning styles:

• Be aware of your own learning style. This will help you to understand how you learn best and how you can adapt your teaching to reach different learners.
• Get to know your students' learning styles. You can do this by asking them to complete a learning style assessment or by observing them in the classroom.
• Use a variety of learning activities. This will help to ensure that all students have the opportunity to learn in a way that is comfortable for them.
• Provide clear and concise instructions. This will help all students to understand what they are supposed to do.
• Provide opportunities for feedback. This will help students to track their progress and identify areas where they need additional support.

By following these tips, teachers can create a classroom environment where all students can learn effectively. Students will be more successful in the classroom.

How do you find out your students' learning styles? Please share. 

Scrapbooking

I have mentioned before that scrapbooking is a great way to have students learn information. When they are looking for images and thinking about what they will write about it, they are looking for information that may lead to more exploration. Students can do this on scrapbook paper, poster board, or even do it digitally. It is a great visual aid for learning and can be done for any subject.

Here are some of the digital pages that I made last month:

Choices

I believe that we should give students choices. It helps them feel like they have some control over their lives. It doesn’t matter how old they are, but it helps their confidence level if they are able to have some control over their lives.

In my class, I like to give my students control over some assignments. We might do a group lesson so they learn about the topic and main ideas. Then I might have several assignments geared towards ability levels. Within the ability levels, I may give students a choice of two out of three different assignments. These assignments may be geared to different types of learning styles.

If students can do an assignment within their ability and that is their kind of learning style, they are more likely to complete the assignment. Not only will they complete the assignment, but they are more like to retain the information they learned, Students can feel proud of their finished work and find success in what they have done. This will lead to more confidence and more assignments that get completed. Like a snowball, the success they feel will help them improve their attitude and skills. Their ability levels may improve and so will the difficulty of their choices.

Of course, as the teacher, this takes a lot of pre-lesson planning. I like to do the front-end work so I can enjoy and observe the learning as it takes place. I can move around to individual students and help them according to their needs.

Eventually, I ask them for input on the choices that they would like to see. Sometimes I use their suggestions and sometimes I don’t but this lets them see that I value their opinions. Some of their suggestions may be something I hadn’t thought about doing and if they have an interest in it, it is worth giving it a shot.

One important thing I have to remember is that I can not give them too many choices. Too many choices can be overwhelming and cause them to not make a choice. They agonize over all the possibilities and waste too much time on the decision-making instead of the actual assignment. I try not to give more than three or four choices. This depends on the student and their ability levels. Lower ability levels seem to do well with just three choices. As they improve on ability, they can eventually increase to four choices. When I first start out, everyone only gets three choices.

I like to use a choice board. It can be created for individual students or for small groups. This is something tangible for them to look at and touch for those who are visual and tactile learners. I also read aloud the choices for the auditory learners.

Here are images of choice board examples.

How do you encourage decision-making? Do you use a choice board? Please share.

Photo by Victoriano Izquierdo on Unsplash

One Size Doesn’t Fit All

This year I’m trying to lose weight and it is one of my goals every year. I’m not on any fad diets but I’m trying to watch what I eat, eat less sugar and carbs and not eat food that is unhealthy. I think my husband and I do a pretty good job at it and I log in the food I eat into MyFitnessPal. We even try to walk an hour every day. But, I just can’t seem to shed the pounds. My husband seems to lose pounds easier than I do. He has increased his fruit intake and eats more salads.

So, I try to eat more fruits and salads too because it works for him. Instead of losing weight, I gain a little. When I look back at my food diary, I believe that even though I’m eating what he is eating, my body is processing it differently than his body is. No two bodies are alike and that is why following a diet that other people are on won’t work for everyone.

I believe this same theory applies to learning. Everyone learns differently and it is almost like a fingerprint. There are no two learners alike so what works on one student will probably not work in the same way for another student.

That is why it is so important to vary our teaching strategies and give students several options when learning a new skill. Allow students to explore the different ways of learning so they can find one that works for them. Explain that some of the options may not appeal to them or work for them and if that is the case, try a different one. It is okay if one way isn’t working and they move on to another way. Allow them to reflect on why something didn’t work for them and what way is working for them. It is this conscious reflection that will help them streamline their own personal learning process. Without this reflection, every situation might be a hit-or-miss result which would waste a lot of time.

It is important to remember that when we are teaching, one size does not fit all and it never will. So, we need to stop trying to teach as if it does.

How do you help students find their own learning process? Please share.

Photo by Siora Photography on Unsplash

Denial

(During the summer months, I like to take the A-Z Challenge and come up with words alphabetically and see how they apply to education. I think it’s a great exercise for teachers and students to give this a try.)

When I first meet my students with special needs, they deny having any learning problems. They state they are there because of behavior problems.

I spend a lot of time during the first month talking about learning problems and explaining that I believe everyone has a learning problem of some sort. It might stem from a lack of interest in the subject, short-term memory problems, or some genetic issue but I don’t care about the cause. It is important to learn to cope with the problem and move forward so they can be more successful in whatever they do.

Everyone has different strengths and building things is not one of mine. I love learning and reading books but if I have to build something, I’m a fish out of water. One of my students was able to build a car engine easily and I know I would have difficulty doing that. I could read about it and learn about it but I would still have difficulty with the hands-on work. Over time and lots of hard work plus some frustration, I eventually would be able to do it. Yet, that doesn’t make me stupid. I would know who to go to if I needed help building an engine.

I also spend a lot of time on different learning styles. I explain that I learn better visually so I like to see written instruction or pictures while my husband is an auditory learner. He prefers to hear the instructions and doesn’t want to read about them. Others learn by actually doing something and making something. One learning style is not better than another and it’s important to find out what works best for you

I also share that it is important for them to be self-advocates. When they are having difficulty, speak about it and we will try to brainstorm a different way for them to understand the topic. Other classmates might be able to help restate the information or even show them something. The bottom line is that they understand the information. By denying there is a problem only puts an obstacle in the way of finding a solution.

Photo by Thomas Park on Unsplash

Audience and Purpose

In “Well, it seems great to me” from Seth Godin's Blog, Seth Godin states,

“But if your music, your graphic design, your website–whatever your work is–isn’t resonating with the market, it might be because you forgot to make it for them.”

As I learned the hard way, I didn’t always realize that the way I learn best isn’t the best way my students learned. When they weren’t successful, I felt frustrated because it seemed clear and easy to me. I was explaining and teaching the way that I found it clear and easy.

I noticed that my teaching style did not match their learning style after paying attention to their learning styles.

Was my goal to teach myself or to teach my students? I needed to adapt the way I teach to make it best for them.

The students I taught were able to learn better once I adopted a new teaching style. They were understanding the material and able to apply their learning to new situations.

I admit that changing my teaching style was challenging for me but it was worthwhile. My knowledge and experience allowed me to make this change where my students could not. I was able to adjust my teaching strategies to make learning more meaningful for my students.

As the students became successful, I confessed to them that I had discovered what was causing us difficulties. I explained that learning is a collaborative effort between the teacher and the student and that we needed to find a strategy that works for both of us. Through being open with my students, I was showing them that it is okay to make mistakes as long as you learn from them. Also, I encouraged them to share with me what they thought might help them learn better since their input was vital. The more successful the students became, the more confident they became in advocating for their needs.

I need to remember who my audience is and what my purpose is. By doing this, my final result will be more successful.

Do you change your teaching strategies? Please share.

Photo by Jonas Jacobsson on Unsplash

Skipping Steps

In A/B/C and the problem with skipping a step from Seth Godin's Blog, Seth Godin states,

“Skipping a step is frustrating and usually futile.”

Many knitters have had the debate on whether they are a process knitter or a product knitter. A process knitter enjoys the process of knitting and likes the different stitches and techniques that are used. They are in no hurry to get to the end of the project. A product knitter likes to get to the end result. They endure the process in order to get the final product, Whenever I start a new project, I’m always anxious to get to the end product. I sometimes get impatient when I have to go through the process of getting to the end. I want the product now. I want to skip the steps I need to take in order to get to the end but if I do that, I won’t get the end result that I want.

I feel that many of my struggling learners feel the same way. They don’t like learning and endure it so that they can get to the end result of graduation. They just want to learn what they need in order to get the necessary credits they need.

I believe it is my job to try to help my students get through the process. If I can find shortcuts or ways to make learning easier for them, it will help make their journey more enjoyable.

One way I can do this is by helping them find their learning style. Are they auditory, visual, or tactile-kinesthetic learners? By finding which style usually works best for them, I can gear my lessons to meet their needs. By insisting that students learn in a style that doesn’t work for them can lead to frustration for everyone.

Sometimes a student will want to skip steps in order to get the end result which usually ends up wrong. If I bake a cake, I need to follow the recipe and not skip any steps or my cake will turn out to be a disaster! Imagine a student learning addition of 2 three-digit numbers and skips the lessons on place value or carrying a number. They will end up with the wrong answer and get very frustrated trying to master the skill.

I try to write out procedures for students to follow when they are learning something new. It is like a recipe for mastering the skill. I tell the students they are going to “cook” a new skill just like learning to cook a new meal. As they learn the skill, they can refer to the procedures until eventually, they won’t need to do that anymore. They will have practiced it enough that they won’t need to look at the recipe. This seems to really help them get through the process easier.

How do you help your students get through the process of learning? Please share.

Photo by Max Harlynking on Unsplash

How to Stop Cheating

I’m asked about this issue many times by new teachers. Now that many students are learning remotely, I’m asked about this by many teachers, even experienced ones.

The best way I think I achieve this is by moving away from tests that ask students to regurgitate what they have learned through multiple choice questions, T/F, or short or long essays. That really doesn’t show me that they have learned and understood what they have learned.

I think the best way to assess students is by having them produce something that shows they have learned something. This also can appeal to students who have different learning styles. Some students may be more creative than others, but all are expected to make something new from their learning.

Years ago my class read the novel, The Scarlet Letter. This was required reading in some English classes but my students with special needs read the graphic novel. I told them from the start that they would have to make something at the end to show they read and understood the novel. I suggested some things such as a movie poster, a skit, a song, a dance, wall graffiti (on poster board), a brochure, a clay sculpture or anything else that they could think of (if approved by me). I was so proud of my students with all the creative items they produced! One girl went to vintage stores and came up with costumes for the time period. I think her and her mother sewed some things up from scraps. Another boy who attended machine shop at the vocational school made a pillory from metal.

By creating something themselves, they took ownership in their learning. No one was able to cheat or copy anything. It also kept the students engaged during learning because they were looking closely at things that they could possible do as a final project.

I have no doubt that all of my students learned something from that novel. Their reading decoding skills improved, reading comprehension improved, and they were able to show their understanding in their own way.

Recently I saw a student who was in that class 40+ years ago, and he still remembers doing that project!

How do you prevent cheating? Please share.

Photo by Ben Mullins on Unsplash

Teaching Different Learning Styles Remotely

While many school districts are trying to decide what school will look like in the fall, there are many different options that they could choose. Some of the options on the table are continuing to be totally online to partially online. So, I thought it would be a good time to look at how we can teach to different learning styles remotely.

Auditory Learners:

• Find audio files online that go with your topic. Use audio or video to introduce the lesson.
• Help students find settings on their computers that will read text aloud to them.

Visual Learners:

• Find videos that match your topic. Use videos to introduce the lesson.
• Share your screen so these students can see what you are referring to.
• Show examples of what you are talking about.
• Model on the screen what you want students to do.

Tactile Learners:

• Ask parents to gather the materials needed before the lesson.
• Use manipulatives to help students understand new skills.
• Have students draw something showing their understanding.

Kinesthetic Learners:

• Allow students to stand while online.
• Encourage parents to give the student something to hold and manipulate while focusing on the lesson.
• Make a song and dance about your topic and teach the students.

Make sure that you use various strategies so that you aren’t focusing on one learning style more than others. If students understand that all of the lessons won’t be taught in one style, they will be more patient with trying styles that are not their most favorite way of learning.

Sometimes the learning style may differ according to the skill be learned so have a variety of strategies will have a better chance of reaching all learners. I might be a visual learner when it comes to cooking but I might be a tactile learner when it comes to knitting.

Have students give input and suggestions for activities that they might like to do with the subject. The more interest and input they have, the more engaged they will be in the lesson.

What other suggestions do you have for teaching to different learning styles online? Please share.

Photo by J. Kelly Brito on Unsplash

I Know What’s Best

In To All the Mops I've Loved Before from Sioux's Page, Sioux Roslawski shared,

“To be completely honest, my husband and I have battled over mops throughout the years. He doesn't mop, but he thinks he know which mops are the best.”

I know that my husband and I have the same kind of battles. When I drive somewhere, he will suggest that the route he usually takes is the better way. I insist that I like going my route better. If we are cooking something, he will state that the pots and utensils he uses when cooking is much better than mine. I insist that I like my way of cooking better.

This had me worrying about whether I insist on the same kind of things in my classroom. Do I try to make my students learn the way that I felt was best for me? I need to make sure that I find out their learning styles and teach in a way that works best for them.

Do I insist that they use the same learning tools that worked best for me? I need to help students find the tools that work best for them. This may involve some time and patience because it may be a “trial and error” process. But in the long run, this will pay off if it makes learning easier for them.

I remember my daughters complaining to me when I helped them with their math homework. They kept insisting that this wasn’t the way the teacher did it. They said they would get in trouble if they didn’t show the work exactly the way the teacher did it. I find this sad because I feel there is more than one way to get to an answer and if you find the way that works best for you,  it should be okay. Students should be encouraged to find different ways to get to the final result as long as that process works every time for them to get the correct answers.

Isn’t the end result more important than the process that individual people use to get there? If we arrive at the desired place, it doesn’t matter the route that we took to get there. If the food is cooked and tastes good, it doesn’t matter what was used to make it.

If my students learn the material and can retain it, I don’t care how they learn it as long as they don’t get frustrated and give up. Each time they are successful in their learning, it makes future learning possible. Each prior success is a building block for future successes.

Do you insist that students learn a specific way? If so, why? Please share.

Photo by pan xiaozhen on Unsplash

Being Professional

In What's More Professional? From  @DavidGeurin Blog, David Geurin asks,

“Is it more professional to teach in a traditional manner, the way you remember your teachers teaching you? 

Or, is it more professional to teach in innovative ways that might be more relevant to today's world with today's students?”

I remember when I was a student, I had the hardest time learning when the teacher just stood up at the front of the room and lectured. In order to really remember what was said, I used to write out everything the teacher said. At the time, I didn’t worry about understanding anything that was said. Then I would go home and read everything I had written. Today, I realize that I was a visual learner and listening to what was said did not help me. I needed to see the word in order to have an understanding.

It is this reason that I believe teachers need to teach in ways that the student needs to learn, not as the teacher learned the best.

In order to do this, teachers need to take time to investigate the ways that students learn best. If you have a group of students that are auditory learners, then make sure you tell students the information that you want them to learn. If some are visual learners, have graphics, notes, or other visuals to help explain what you are teaching. If some of your students are tactile-kinesthetic learners, have them make something or do experiments to impact their learning.

Teachers need to be flexible with their teaching styles. They need to remember that they are not the students and the students need to be the focus of our teaching.

I always like people’s responses when they are asked, “What do you teach?” and the teachers respond, “I teach students.”  We don’t teach subjects, but we do teach people.

If teachers would remember this, I think it would help them gear their teaching in order to meet the needs of their students.

Teachers and students would be more successful in the classroom.

What would your answer be to David’s question? Please share.

Photo by NeONBRAND on Unsplash