Learning Styles: Discover How Your Child Learns CYNTHIA SIMUNOVICH, DIRECTOR

BRANSON ACADEMY, INC January 2016

(Revised from Learning Styles © 2008)

Learning Styles ii

Preface

Knowinghowyouandyourchildlearnisa

powerfultool.Itwillhelpyoudesignalearning

environmentandchooseinstructionalmaterials

thatfocusonthestrengthsofyourchild’sunique

learningstyleandabilities.

Everyonelearnsdifferently.Exploringthese

methodsandtheorieswillhelpyoudiscovernot

onlyhowyourchildlearns…buthowyoulearn.

Enjoythejourney!

Learning Styles iii

Table of Contents

Preface ............................................................................................................................ ii

Knowinghowyouandyourchildlearnisapowerfultool.

Learning Styles ................................................................................................................ 1

Methods and Theories .................................................................................................. 1

Sensory Learning ............................................................................................................. 2

Personality Types ............................................................................................................. 4

ASL ............................................................................................................................. 5

ARL ............................................................................................................................ 7

CSL ............................................................................................................................. 9

CGL ........................................................................................................................... 11

Multiple Intelligences ...................................................................................................... 13

Cognitive Development .................................................................................................. 15

SUMMARY ............................................................................................................... 16

Appendix ……………………………………………………………………………………… 17

Learning Styles 1

Learning Styles Methods and Theories

n Sensory Learning (auditory, visual, kinesthetic)

ThissectionbrieflycoversthebasicsofSensoryLearning–auditory,visualandkinesthetic.

n Personality Types

This section outlines an easy method to discover a child's basic learning style through Personality Type -- based on research from Dr. Keith Golay. Most parents have a good sense of whether their child is strong-willed, shy, or a social savant, by the time he/she is toddling around the room pulling down books from shelves or playing peek-a-boo from behind the bathroom door. This section will help you clearly identify your precocious child’s strengths.

n Multiple intelligences or “smarts” (music, athletic, mechanical, social, artistic, etc.)

n Cognitive Development (abstract/random, sequential/concrete)

For more in-depth information on methods and theories, I

recommend reading the texts listed on the Reference page at the

end.

Learning Styles 2

Sensory Learning Auditory,visual,orkinesthetic.Whatdoesthatmean?

Example:

Afriendgivesyoudirectionstoarestaurant.Youphysicallymakeright hand, or left hand gestures,maybe even turn your body onedirection or another, as you listen to his directions. You areprobably a kinesthetic learner. Kinesthetic learning uses physicalactivities for learning. In this case the physicalmovements of thebodyreinforcethedirectionsgiven.

If instead,yousketchthedirectionsinmapformtogetaclearerpicture,youaremostlikelyavisuallearner.Youarevisualizingthedirectionstotherestaurant–usingspatialcognition.

Finally,ifyouwritethedirectionsverbatim,youaremostlikelyavisualprintlearner.Youarehearingthedirections,butyouneedtoseethewordstogetthepicture.

Doesmychilduseonlyonesenseforlearning?

Some individuals have a strong dominant sense. Most of usoverlapsensoryinputforlearning.Itisoftenchallengingtoidentifyasingledominantsensorylearningstyleinayoungchildoryourself.

Achildmaybeauditoryandkinesthetic.Orvisualandkinesthetic.Oravisualprintlearner.

Learning Styles 3

This is why utilizing a multi-sensory hands-on approach is themost effective teaching method for Grades K-6. Children processinformation through tactile stimulation for cognitive development,including optical development, and the development of fine andgrossmotorskills

ThenhowcanIdiscovermychild’ssensorylearning?

To discover your child’s dominant sensory learning trait, payattentiontoyourchild’sresponsesinordinarycircumstances.

n Does she watch what you are doing?

n Or does she listen carefully to instructions?

n Does he use his body to express emotions?

n Does she point out colors, or notice sounds?

Example:Duringahistorylessonournine-yearolddaughtersatnext tome, followingalong in thebook lineby line,as I read. Ourseven-yearoldsonplayedonthefloorwithhisLegos.Ourdaughterneeds to see the words to get the message. She is a visual printlearner. Our son is an auditory/kinesthetic learner. He needs tohearwhile"doing"something. Whenhishandsandbodyarebusyheisabletolistenmoreattentively. Bothareabletodiscussideaspresented and answer questions – even though to all appearancesonechildisjustsittingonthefloorplaying.

Learning Styles 4

Personality Types

The four personality groups researched by Dr. Keith Golay are

bulleted below. The following pages contain a boxed summary of

each type followed by a brief written description with practical

applications for teaching and a few personal anecdotes. Thematerial

is adapted from Learning Patterns and Temperament Styles and

DebraBell'sTheUltimateGuidetoHomeschooling.(SeeReferences)

n Actual Spontaneous Learner – impulsive, autonomous, risk taker

n Actual Routine Learner – compliant, thoughtful, likes routines

n Conceptual Specific Learner – prefers to learn alone

n Conceptual Global Learner – creative, outgoing, social

Learning Styles 5

ASL

TheActual-SpontaneousLearnerImpulsive,autonomous,competitive,quick

Inventive,arisktaker

Strong-willed

Defiantwhenboundariesareimposedwithoutunderstandingthereason.

Doesnotlikestructure,routine,seatworkorsittingstill.

BuildingonASLStrengthsUseLOTSofhands-on,activity-basedlearningopportunities.

Interestspecifictextsorresourcematerials

Benefitsfromdiscussionandone-on-onedirectinvolvement.

~~Thischildisachallenge!Focusonthepositives.~~

"He has a lot of confidence in climbing," a youngmother said while describing hertoddler. I had a climber, also - but never perceived his scaling the public librarybookshelveswithsuchapositiveoutlook!Aftermonthsoftellinghimto“Getdown!” Ifinally presented him with a reasonable explanation. “Sweetie, people don’t climbbookshelves.”Heneverdidagain.Webothlearned.Heisastrong-willedchildneedingrationalexplanations,andIneededtoseehewasnotbeingintentionallyrebellious--hewasusingmethodsofexplorationthatmatchedhisstrengthsandintellect.

Learning Styles 6

TheActual-SpontaneousLearner

This learner is impulsive, autonomous, competitive, quick,inventive, a risk taker, and defiantwhen boundaries are imposed.This is the childwhodoes not like structure, routine, seatwork orsittingstill.

We know one ASLwhowould sit stillonlyonhismom's lap forstorytime.Hewasalsoabletositforlongperiodswithfullmentalconcentration, if it was a project he had chosen. An ASL who isauditory-kinestheticwilllearnifaparentreadsaloudwhilethechildbuildswithLego’sorblocks. This canbeaveryeffectivestrategy,and you will be surprised how much information the childcomprehendsandretains.

Often this typeof learner isslower indeveloping the finemotorskills needed forwriting andmath assignments. Themotor skillswilldevelop,andeventuallythechildwillbeabletodothewrittenwork needed. We found that our ASL could complete a mathassignmentinfifteenminutesifreadaloud,comparedtoanhourofstrugglingtowriteouttheproblems.Duringtheelementaryyearsifthat works – Do It! Help your child develop fine motor skills inpositive,enjoyablewaysusingmanipulativesandhands-onprojects.Developmentalabilitiesthroughoralassignments–untilthechildisreadytomoveon.

Learning Styles 7

ARL

TheActual-RoutineLearnerCompliant,thoughtful

Doeswellwithroutinesandrules.

Organized,dependable,seeksapprovalofothers

Likesorderandstructure.

Doesnotlikeopen-endedassignments.

Doesnotlikechangesinschedules.Weakinabstractthinking.

Notusuallyarisk-taker.

BuildingonARLStrengthsProvidetextsthatpresentconceptssequentially.

Giveclear,specific,step-by-stepdirections.

Doeswellusinganorganizedstudyarea

ARL’sareusuallyself-reliantwhengivenspecificassignmentsanda

structuredstudyschedule.

(Almost the direct opposite of the ASL.) The ARL child needs gentleencouragement.Think:Structure–Order–Specifics

Learning Styles 8

TheActual-RoutineLearner

This is thecompliant, thoughtful, child. This temperament ismostoften seen in little girlswhoarehelpful anddowellwith routinesand rules. She is organized,dependable, seeks approval of others,andissometimescalledthe"Teacher'sPet".

Our ARL child is also a visual print learner – happiest using a"workbook" method approach. She is self-reliant when givenspecificassignmentsandstep-by-stepdirections.

Open-ended assignments are frustrating for the ARL. Giveassignmentswithspecificchoices.Forexample,ifcreatingamosaicart project –provideseveralpatterns foruse,andsuggestmakingasquaretileoracoveringanexistingbox. For awriting assignment,askthechildtowriteastorywithspecificcharactersthataredoingsomethingatnight. For a history timeline project ask the child tocutoutpicturesofshipsandtradingvessels,pasteandlabelthem.

Because an Actual-Routine Learner is so literal, it is important togivethischildoptionsthatshemaynototherwiserecognize,andtogentlychallengehertothink"outsidethebox."Intime,shewillgainconfidencetoexploreopen-endedprojects.

Learning Styles 9

CSL

TheConceptual-SpecificLearner

"Frankly,Mother,IPrefertoDoItMyself!"*

Serious-mindedSatisfiedbeingalone

Strongpowersofconcentration

Successfulinwhateverareashemaychoose.

Detail-orientedwithinhistask.

The“absent-mindedprofessor.”

BuildingonCSLStrengthsBearesourceperson.

Providethetoolsnecessaryforyourchild’sinterests

(i.e.software,labequipment,robotickits,artmaterials)

Provideencouragementandsupport.

*(DebraBell,TheUltimateGuidetoHomeschooling)

OurCSLstilllockshimselfoutofhisapartmentandcan’tremembertoshowupforafamilyholidaydinner.Buthetaughthimselfthreecomputerprogramminglanguagesatagefifteen!

Learning Styles 10

TheConceptual-SpecificLearner

This is theserious-mindedchildwho isquitesatisfiedbeingalone.This child has strong powers of concentration and will focus hisinterest and be successful in whatever areas he may choose. Hevalues intellectual achievement, is detail-oriented within his task,butneedstoberemindedtoeat,changehisclothes,combhishair--orpayhistaxeswhenhe'sgrown.

We have a CSL in our family, also. As a teen he taught himself avariety of computer languages and foreign languages,won awardsfor his professionalmagic shows,made art out of "FoundObjects,destroyedtheblenderinapaper-makingproject,never,ever,foldedhisclothes,internedwithandwasmentoredbyvariousindividuals,established his own successful business, and rarely remembersmajorholidays–"Oh,it'sThanksgiving?"

IfyouhaveaCSLmakesureshe’sfed,anddressedappropriatelyfortheweather.DailytextsandphonealarmssometimeshelptheCSLkeeptrackofwherehe/sheneeds tobe–don’tcounton it. Knowthat you will be awakened in the middle of the night because helockedhimselfout…again!And,youwillenjoyabundantcreativityandresourcefulnesswiththischild.

Learning Styles 11

CGL

TheConceptual-GlobalLearneror“Hey,Everybody,LookatMe!”

Creative,outgoing,dramatic

Peopleoriented

Preferslearningingroupsituations.

Tendstoaweaknessinstudyskills,technicaldetailsandspelling.

BuildingonCGLStrengthsDevelopsskillsinsocialsituations.

(groupclassesorreal-timeonlinecourses)

Usuallylovesbeinginvolvedinthecreativearts

(music,drama,design)

Orvolunteeringincommunityorganizations

Thepeopleperson,or socialbutterfly, is oftenan intuitive, conceptual, artisticindividual.Interpersonalconnectionsareimportant!

Learning Styles 12

TheConceptual-GlobalLearner

This child is creative, outgoing, and dramatic. This is the peopleoriented person who gets along well with both adults and peers.Sheprefers learning in group situations anddoeswellwithonlinecoursesthatincludechatgroupsordiscussionboards.TheCGLwillbenefit from a homeschool park day group, group classes, andcommunityinteractions.

While the CGL can multi-task while studying, she also can beforgetful and careless, with a tendency for weak study skills,technicaldetails,andspelling!

HelpyourCGLsetupastudyareathatsuitshertemperament–dimlightingandmusicmaybe justwhatsheprefers. Sheneeds togetthebigpicturefirst,beforebreakinganassignmentintomanageablesteps. (Whereas, theASLneeds tobeginwithbite-sizepieces thatleadtothebigpicture.)

Asateenager,ourCGLhadthepoiseandconfidencetoconductthemusicforourchurchworshipservice.Sheperformedwiththelocalsymphony orchestra. She could mentally track all the intricatehairstylesandmake-upneededforatheatricalproduction.Yet,sheneeded to write down assignments for her regular studies! Writingtasks with colorful white-board markers on her bathroommirrorwasthemosteffective!

Learning Styles 13

Multiple Intelligences Multipleintelligencesmaybecomemoreapparentasachildgrows.

Whataremultipleintelligences?

In the 1980's there was a growing recognition of more kinds of

smarts than just book learning. Probably something we all

understoodintuitively–therejustwasn'tresearchtobackitup.So

a few people, including pioneering psychologist Howard Gardner

starteddoing just that. WhatGardnerandothersdiscoveredcame

tobeknownastheseventypesofintelligences--laterexpandedto

nine.Theoriginalsevenintelligences,or"smarts"are:

wordsmartmusicsmartathleticsmart

logicsmartartisticsmartmechanicalsmart

social/peoplesmart

Pretty obvious? It’s easy to identify friends and family in those

categories."Oh,he'srealgoodwithhishands,hecanfixanything."

Or, "she'ssuchapeopleperson."Or, "shehasagreen thumb–she

Learning Styles 14

canmakeanythinggrow." Yes, theyaddednaturalist smart to the

list!Also,existential.Someonewhothinksphilosophically.

Forafullreviewofthe(now)nineintelligencessee:TheNineTypes

ofIntelligencebyHowardGardner.

http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligen

ce.htm

Learning Styles 15

Cognitive Development

As your child grows itwill be helpful to understand cognitive learning

processes. Onemodel of cognitive learning is based on perceptual and

orderingabilities.Thereare:

TWOperceptualqualities1)concreteand2)abstract

TWOorderingabilities1)randomand2)sequential

Perceptualdealswithhowwetakeininformation.

Concreteperceptionsuseallthesenses(includingtaste,touch,smell,

sight,andhearing).

Abstractperceptionsinvolveunderstandingideasandconcepts.

Orderingdealswithhowthatinformationisprocessed.

Randomprocessingorganizesdatainchunks,andnon-linearly,(i.e.no

specificorder).

Sequentialprocessingorganizesdatainasequential,linear,logical

manner.

Wealltakeinandorderinformation–wejustdoitindifferentways.

~~~~~~~~~~

Learning Styles 16

SUMMARY

SensoryLearningPersonalityTypesMultipleIntelligences

CognitiveDevelopmentSequentialandRandomOrdering

Weacquireandprocess information inavarietyofways! Noone-sizecurriculumorlearningenvironmentfitseveryone.

Youandyourchildmaybeinterestedindoingmoreresearchtofindouthowyoulearn.Onlinetestsandquizzes,orquestionnairescanhelp.You’ll

alsofindhelpfulinformationfreeatyourlocallibrary.

DO!

Discover your child's learning style. Use instructional materials that fit your child. Allow time for cognitive and motor skill development. Look for the positives in your child's learning style. Capitalize on your child's strengths. Involve your child in discovering learning patterns.

Learning Styles 17

References

Armstrong,Thomas.7KindsofSmart.PenguinBooks,1993.

(ThisbookreferencesHowardGardner'smultipleintelligencestheories.)

Bell,Debra.TheUltimateGuidetoHomeschooling,(part2,sect.9)

TommyNelson,Inc.,2001Edition.

(Theauthordevotesanentirechaptertodescribingpersonalitytypes,andhowtohelpeachchildlearninwaysthatemphasizethepositivesandstrengthentheweaknesses.)

Golay,Keith.LearningPatternsandTemperamentStyles.Manas

Systems,1982.

Holt,John.HowChildrenLearn.(RevisedEdition)byDaCapoPress,

1983.

(Thoughnotspecificallyaboutlearningstyles,thisisaninsightfulbookonthenatureofearlylearning.)

Tobias,Cynthia.TheWayTheyLearn.TyndaleHousePublishers,

1994.

Willis,Mariaemma,andHodson,Victoria.DiscoverYourChild’s

LearningStyle.PrimaPublishing,1999.