Beyond Learning Styles – Strengthening Learning Weaknesses
You’ve heard it before and you’ll hear it again… there are three basic learning styles: Visual learners learn best by seeing information (graphs, maps, and pictures), auditory learners learn best by hearing (speeches, lectures, recordings) and kinaesthetic learners learn by doing (or touching, or manipulating materials).
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Every Child Learns Differently? Or Don’t They?
The phrase “every child learns differently” is often used to refer to a child’s learning style. Learning styles are generally divided into three categories: (1.) visual learners, who need to see it to know it, (2.) auditory learners, who need to hear it to know it and (3.) tactile/kinaesthetic learners, who prefer a hands-on approach...
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Susan on School Stuff: Learning Styles
My son is in Grade 4. I have been helping him with his study work, but am afraid to force him to use ‘my’ methods. I always learned well with pictures, but what worked well for me might not work for him. How will I know what works for him, and what doesn’t?...
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Learning Principles More Important than Learning Styles
Although there is some value in adjusting to a preferred learning style, its value should not be overrated. Learning principles, which are universal, are of far greater importance than learning styles, which are individual.
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Learning Styles a Myth, British Researchers Say
"If your child comes home from school and says 'I'm a visual (or auditory or kinaesthetic) learner' be concerned. Be very concerned," wrote Phil Revell in an article to the Times. "There is little evidence that approaches based on learning styles and learning cycles are valid."
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Is Your Child Visual, Auditory or Kinaesthetic?
People not only learn at different rates, but also in different ways. Some students want their teacher or lecturers to write everything on the board. Others prefer to listen. Some like to sit in small groups and discuss a question; others like to listen to a lecture, translating it into pictures or doodles in their notebook.
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