V A K

Another approach to learning is the Visual, Auditory, and Kinesthetic approach. This is a little different to the Multiple Intelligences 'theory' in that it looks more at students' preference to learning as opposed to style. A brief look at these preferences may tell us something about our students and how we can better facilitate learning in the classroom.

Auditory learners may have difficultly reading and usually like to do so out loud. They prefer to talk to colleagues and listen to explanations.

• Explain what they will learn, teach and then tell them what they have learned.
• Use lecture style teaching.
• Include auditory activities, brainstorming, Student A/Student B back to back.
• Leave plenty of time to explain and then later summarize activities. This allows them to make connections to what they have learned and how it applies to them.
• Use music and sound.

Visual learners 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. These learners usually do better with charts, demonstrations, videos, and other visual materials.

• Use graphs, charts, pictures, or video.
• Include plenty of content in handouts to reread after the learning session.
• Permit time for note-taking.
• Eliminate potential distractions.
• Supplement textual information with pictures whenever possible.

Kinesthetic learners do best while touching and moving. They tend to lose concentration. They typically take notes by drawing pictures, diagrams, or doodling. They learn more when out of their chairs and are usually more distracting while sitting in them.

• Use activities that get the learners up and moving.
• Play music, when appropriate, during activities.
• Give frequent stretch breaks.
• Find reasons for board races.
• Act out the story or dialogue.

However we choose to give a glass or do a particular activity will ultimately be decided by you for your particular learners and learning environment. It is only by being aware of what to look for, that we can better make these choices and subsequently better facilitate learning.