What is your Child’s learning style?

What is your Child’s learning style?

I’m really hoping this will help many of you out there. It’s helpful to know what your child’s learning style is whether your homeschooling or finding the right setting (school). It also helps you to figure out which curriculum is best to teach.

There are 4 major learning styles which are Visual, Auditory, reading/writing and Kinesthetic and 3 minor Logical, Social and Solidarity. They do end up connecting. Don’t worry if your child can use more than one style to effectively learn. Many of us are not just one style but a mix. However if you know the main or stronger style, it makes a big difference.

What I’m about to provide is not an official test. You can find plenty by googling it but here are some signs and tips for each.

Visual learner

They have greater immediate recall of words that are presented visually. Visual learners like to take notes. Relatively unaware of sounds, they can be distracted by visual disorder or movement. They solve problems deliberately, planning in advance and organizing their thoughts by writing them down. They like to read descriptions and narratives.

  • Thoughts wander during lectures
  • Observant but may miss some of what is said
  • Well organized
  • Like to read and show intense concentration while reading
  • Good speller
  • Remember better by seeing charts, diagrams, etc.
  • Concentrate well
  • Need to see directions; not hear them
  • Good handwriting
  • Good memory for faces but forget names
  • Plan ahead
  • Not really talkative
  • Attention to details
  • My child excels at visual activities (such as art)
  • My child enjoys books that include illustrations (such as pictures, graphs, maps, etc.)
  • My child is good at recognizing and recalling people, words, and places
  • My child is very interested in the world and objects around him or her
  • My child does best when provided an example of the task he or she is working on

Tools for Visual Learners

  • Use mind pictures or mind maps
  • Take notes
  • Use “clue” words for recalling
  • Use colored highlighters to color code texts and notes
  • Use maps, charts, diagrams, and lists
  • Watch audiovisuals
  • Take photographs
  • Use study cards or flashcards
  • Use notebooks
  • Watch instructor’s mouth and face
  • Use visual chains or mnemonics
  • Watch TV
  • See parts of words
  • Write down directions
  • Using visuals to explain things
  • Web pages that have strong graphics, hot boxes, etc.
  • Diagrams, slides, charts, graphs, arrows, circles and boxes
  • Complex ideas to be shown first in a diagrammatic model
  • Important words and ideas to be placed on the board so that they are spatially interesting rather than left-aligned arrangements.
  • Texts that are dense with diagrams, graphics, color and white space
  • Videos
  • To use the words, “illustrate, show, outline, label, link and draw a distinction between” in written exam questions
  • Their students to visualize and see the point
  • Write out directions
  • Use visuals when teaching lessons, such as pictures, charts, diagrams, maps and outlines
  • Physically demonstrate tasks
  • Organize information using color codes; keep color codes consistent
  • Give students the opportunity to write notes during class
  • Use visual cues to alert students to important information
  • Provide sample questions for students to write out the answers or have students use diagrams to answer questions
  • Provide written summary of lesson at the end of notes/lecture presentation
  • Think, Pair, Share

Kinesthetic Learner

They remember best what has been done, not what they have seen or talked about. They prefer direct involvement in what they are learning.  They are distractible and find it difficult to pay attention to auditory or visual presentations.  Rarely an avid reader, they may fidget frequently while handling a book. Often poor spellers, they need to write down words to determine if they “feel” right.

  • Move around a lot
  • Prefer not to sit still
  • Move a lot while studying
  • Like to participate in learning
  • Like to do things rather than read about them
  • Do not prefer reading
  • Do not spell well
  • Enjoy problem solving by doing
  • Like to try new things
  • Talk with hands or gestures
  • Select clothes according to comfort
  • Like to touch objects

Tools for Kinesthetic Learners

  • Walk while studying
  • Move and lecture the walls
  • Do things as you say them
  • Practice by repeating motions
  • Dance as you study
  • Write words; use markers, pens, pencils to see if they “feel right”
  • When memorizing, use finger to write on the table or in the air
  • Associate a feeling with information
  • Stretch
  • Write on a white board in order to use gross muscle movement
  • Use the computer
  • Use hands-on activities with objects that can be touched
  • Study in short time periods; get up and walk around in between
  • Make study tools to hold
  • Use flash cards; separate into “know” and “don’t know” piles
  • Use plastic letters and magnetic boards for new vocabulary
  • Write and rewrite to commit to memory
  • Using real life examples to explain things
  • Guest lecturers, case studies, practical work, laboratories
  • Exhibits, samples, working models, products and people that bring reality to the classroom
  • Students to use all sensory modes to present their ideas
  • Clever use of quotations, metaphors, examples and analogies in written work
  • Demonstrations and open book examinations
  • To use the words, “give examples, apply, and demonstrate” in written exam questions
  • Give breaks when possible and have students move around during those breaks
  • Provide hands-on learning tools when possible (models, clay, blocks, etc.)
  • Use the outdoors for learning opportunities when possible
  • Teach concepts through games and projects
  • Have students answer questions during class on white board
  • Use a dance, play, or role play activities to reinforce information

Auditory Learner

They tend to remember names but forget faces and are easily distracted by sounds. They enjoy reading dialogue and plays and dislike lengthy narratives and descriptions. Auditory learners benefit from oral instruction, either from the teacher or from themselves. They prefer to hear or recite information and benefit from auditory repetition.

  • Like to talk
  • Talk to self
  • Lose concentration easily
  • Prefer spoken directions over written directions
  • Enjoy music
  • Read with whispering lip movements
  • Remember names
  • Sing
  • Cannot concentrate when noisy
  • Extroverted
  • Like listening
  • Prefer lecture and discussion
  • Prefer verbal praise from teachers

Tools for Auditory Learners

  • Record lectures for repeated listening
  • Use rhymes to help memorize
  • Say study material (record and listen repeatedly for review)
  • Listen to recordings of study material while driving to work or school
  • Read aloud
  • Discuss the material
  • Listen carefully
  • Sound out words
  • Say words in syllables
  • Talk through problems; paraphrase ideas about new concepts
  • Paraphrase directions
  • Talk about illustrations and diagrams in texts
  • With new processes, talk about what to do, how to do it and why it’s done that way
  • Using their voices to explain things
  • Recordings, conversations, and phone calls
  • Discussion in class
  • Students to discuss issues among themselves, work together, and contribute their ideas
  • Clever use of speech; making a point well
  • Argument, debate and discussion
  • Seminars, group presentations, student interaction, role plays and dialogue
  • To use the words, “explain, describe, discuss, and state” in written exam questions
  • Lecture
  • Utilize sound during lectures
  • Use beats, rhymes or songs to reinforce information
  • Use mnemonic devices
  • Ask questions during class and allow students to give verbal responses
  • Allow students to engage in small group conversation during class
  • Use aural cues to alert students to important information
  • Provide verbal summary at the end of each class

Reading/ Writing Learner

This type of learner is someone who needs to read and/or write down the information to learn it. They do well by using the traditional study method of reading from a textbook and taking notes, and prefer to learn through words. These learners tend to enjoy reading and taking lots of notes.

  • Can remember information that they read or write down
  • Normally enjoy reading in their free time
  • Tend to write very detailed notes
  • Prefer writing essays to holding an oral presentation
  • Can articulate themselves better when writing than talking

Tools for Reading/Writing Learners

  • Take lots of notes
  • make sure you include many details
  • Rewrite and/or reread your notes
  • Keep handouts and read websites and books
  • Translate visual aids such as charts and diagrams into words
  • Rewrite information into your own words
  • Re-write your notes after class.
  • Use colored pens and highlighters to focus in on key ideas
  • Write notes to yourself in the margins
  • Write out key concepts and ideas
  • Compose short explanations for diagrams, charts, graphs
  • Write out instructions for each step of a procedure or math problem
  • Print out your notes for later review
  • Post note cards/post-its in visible places (when doing dishes, on the bottom of the remote,
  • etc.)
  • Vocab mnemonics
  • Organize your notes/key concepts into a Powerpoint slideshow
  • Compare your notes with someone else’s
  • Repetitive writing
  • Hangman game

Logical Learner

They enjoy school activities such as math, computer science, technology, drafting, design, chemistry, and other “hard sciences.” Logical-mathematical learners prefer logical order in instruction and often work best in structured, organized environments. They have strong visual analysis, memory, and problem-solving skills.

-Natural tinkerers and builders,

– they enjoy bringing mathematical and conceptual ideas into reality via hands-on projects such as computer-assisted design

– creating electronic devices

– using computer applications, or programming computers.

Tools for Logical learners

-statistical study

-They may also enjoy creating graphs, charts, timelines, and categorizing collections

– As part of a group project, the mathematical logical learner may want to contribute by making an agenda or list, setting numerical goals, ranking brainstorming ideas, putting steps into a sequence, keeping track of the progress of the group, and constructing data reports. They often also enjoy troubleshooting problems using logic, analysis, and math.

Social Learner

They communicate well with people, both verbally and non-verbally. People listen to you or come to you for advice, and you are sensitive to their motivations, feelings or moods. You listen well and understand other’s views. You may enjoy mentoring or counseling others.

– prefer learning in groups or classes

-like to spend much one-on-one time with a teacher or an instructor.

-heighten your learning by bouncing their thoughts off other people and listening to how they respond.

-prefer to work through issues, ideas and problems with a group.

-enjoy working with a ‘clicking’ or synergistic group of people.

– prefer social activities, rather than doing their own thing.

-typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey.

Tools for Success

  • If you are a social learner, aim to work with others as much as possible. Try to study with a class. If this is not available then consider forming your own study group with others at a similar level. They don’t have to be from the same school or class. If you like, introduce them to some of the techniques from this book. It may be easier for you to try some of the Memletic Techniques in a social setting, and work with the feedback from others.
  • Role-playing is a technique that works well with others, whether its one on one or with a group of people. For example, in aviation training, role-play the aerodrome area. Have people walking around in ‘circuits’ making the right radio calls with the tower co-ordinating everyone. Another example might be to role-play with one person being the instructor and the other being the student.
  • Work on some of your associations and visualizations with other people. Make sure they understand the principles of what you are doing though, otherwise you may get some interesting responses! Others often have different perspectives and creative styles, and so the group may come up with more varied and imaginative associations compared to the ones you might create yourself.
  • Rather than reciting assertions to yourself, try sharing your key assertions with others. By doing so, you are almost signing a social contract that your assertion is what you do. This strengthens your assertions.
  • Share your reviews, review checklists and ‘perfect performance’ scripts with those in your group as well. By listening to how others solve their issues, you may get further ideas on how to solve your own issues. Try sharing the work of creating a ‘perfect performance’ script. Each person writes the script for the areas they want to work on the most, and then the group brings all the scripts together.
  • Mind maps and systems diagrams are great to work on in class. Have one person be the appointed drawer, while the rest of the class works through material and suggests ideas. The group may have varied views on how to represent some ideas, however this is a positive part of learning in groups. If you can’t agree on something, just take a copy of what the group has worked on and add your own thoughts. Often there is no right answer for everyone, so agree to disagree!

Solidarity Learner

They are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on the current topic. They are aware of their own thinking, and they may analyze the different ways you think and feel.

– self-analysis

-reflect on past events and the way you approached them

-take time to ponder and assess their own accomplishments or challenges

-may keep a journal, diary or personal log to record your personal thoughts and events.

– work on problems by retreating to somewhere quiet and working through possible solutions.

-may sometimes spend too much time trying to solve a problem that you could more easily solve by talking to someone.

– like to make plans and set goals.

Tools for Success

  • Spend more time on the ‘Target’ step of the Memletic Approach. Set your goals, objectives and plans. Define ultra-clear visualizations or scripts of what life is like once you’ve achieved your goals. Understand your reasons for undertaking each objective, and ensure that you are happy with your learning goals.
  • Align your goals and objectives with personal beliefs and values. If there is misalignment, you may run into issues with motivation or confidence. It’s not always obvious what the underlying cause is. If you suspect a misalignment, try some of the techniques like ‘five whys’ and ‘seventy by seven’ to flush these issues out. Scripting and assertions also help highlight issues. If you script your goal and you find you don’t like certain parts of it, that’s probably a hint that you have some misalignment.
  •  Create a personal interest in your topics. An example for pilots might be to learn more about other aviators, both current and past. Why do others find aviation interesting? What is in it for them? What keeps them motivated? Why do they work in the field?
    You may also want to look at the people behind your books or material. What was their motivation to create it? Why do you think they organized the material in the way they did? Can you ask them?
  • Keep a log or journal. You may want to keep one separate from your normal journal or training log. Include extra information about your thoughts and feelings. Outline your challenges, ideas on how to overcome them, and what worked. Write down what works well and doesn’t work well for you. While you are studying, be aware of thoughts or concerns that arise. Write them down and come back to them. Discuss with others later if needed. Bear in mind it may be more efficient to put something that confuses you aside, and ask others later. This is often better than spending too much time trying to work it out yourself.
  • When you associate and visualize, highlight what you would be thinking and feeling at the time. You may want to do most of your visualization and association in private. I suggest you also try talking to others with more experience to get some idea of what thoughts and feelings they have in various circumstances.
  • Assertions are important for you. You drive yourself by the way you see yourself internally. Assertions are a good way to ensure your internal self-image matches your learning objectives. This also applies to the scripting techniques, so include your internal thinking and feelings in your scripts.
  • Modeling is a powerful technique for you. Don’t just model behaviors and appearance. Try to get ‘inside their heads’ and model the thought patterns and feelings you believe they have in various circumstances. You can gain ideas by talking to people or reading biographies. Remember you don’t have to find a single perfect model. Create a model that combines several people.
  • Be creative with role-playing. You don’t always need other people to role-play with, because you can create plenty of people using visualization! For example, you can visualize your instructor beside you, or a colleague and you practicing a procedure or skill. Work with them and talk to them while you visualize. An advantage of this form of role-playing is that you can control their behavior!
  • When changing behaviors and habits, you need to have a strong desire to make the changes you want. Explore the benefits of making a change, and visualize scenarios in which you’ve already made the change. If you don’t believe strongly in the benefits, you may find it difficult to change the behavior.
  • Your thoughts have a large influence on your performance and often safety. Your thoughts are just as much part of a system as is the physical equipment you are using, such as an aircraft, car or boat. In addition, other people are also part of those systems, so be aware that their thoughts and feelings can affect the overall system.
  • Years of refinement have made physical equipment, such as aircraft and boats, safe and reliable. For example, aircraft failure causes less than ten percent of all aircraft accidents. The largest percentage is pilot error, more than seventy percent. This is likely the case in many other fields. It’s just not as visible when accidents happen. It’s well worthwhile spending some time refining the reliability of your own systems.

I'm the mom to Matthew, which we run and own Matthew's Kitchen. I'm 27 and studying to be a pastry chef. I love to cook and bake but my passion is in the pastry arts. Matthew is a 5 year old who began cooking when he was 1. Through the years he has not only gained valuable skills but has grown his palette. Together we want to share our passion for food with you and your family
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