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Learning styles and difficulties

Learning styles and difficulties. Everybody has his own style of learning. Some of us find it the best and easiest to learn by hearing information , some of us by seeing them .

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Learning styles and difficulties

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  1. Learning styles and difficulties

  2. Everybodyhashisown style of learning. Some of usfindit the best and easiest to learnby hearinginformation, some of us by seeingthem. Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. There are even special testswhich help in identifying someone’s learning style.

  3. There are 3 types of learning:


  5. Visual learning Visuallearning is a teaching and learning style in which ideas, concepts, data and other information are associated with images, photosand techniques. Studentswhohavethis style of learning rememberall the detailsvisually.

  6. Such learners: • preferorganize information through graphic media such as charts, spider diagrams, flow charts, maps, illustrated text books,videos and graphs together with the other graphic devices that often accompany these media, such as arrows, circles, etc. • see the teacher's body language and facial expression to fully understand the content of a lesson • aregood at spelling but forgets names • needquiet study time. • haveto think awhile before understanding a speech or lecture. • aregood with sign language.

  7. ADVICES FOR VISUALS: • try replacing symbols with words and vice versa • spend time looking through the information and try to rewrite specific pages of information from memory • useflashcards • draw a map of events in history or draw scientific process • askthe teacher to diagram • Makelists, notes of everything

  8. PROBLEMS OF VISUALS: • theyfinditdificult to hearlectures • lack of words • Problems with writing • difficultyunderstandingthatcontextmust be communnicated

  9. Auditory learning

  10. Auditory learning is a learning style in which a person learns through listening. An auditory learner depends on hearing and speaking as a main way of learning. Auditory learners must be able to hear what is being said in order to understand . They also use their listening and repeating skills to sort through the information that is sent to them.

  11. Students who are a strong aural learners often: • like to talk in class • explain things well • take part in oral work on class • do well in foreign languages • understand grammatical patterns easily • remember things better through listening than reading • have strong memorization skills • recall in great detail what was said in a lesson or lecture • have strong musical skills • have a strong sense of rhythm and use rhythm and rhyme to help them learn

  12. ADVICES FOR AUDITORS: • explain the information covered in the lesson to someone who wasn't present in the lesson - this is a useful technique to use at home with 'willing listeners' eg.parents or siblings • improve the quality of any notes taken in the lesson, because these notes may well have gaps in them - being able to study with someone else who can fill in the gaps may help with this • once the notes are complete transfer the information into auditory forms such as MP3 files to listen to repeatedly • practise presenting the information they have memorised to other people in the form of a presentation • read notes out loud to themselves

  13. PROBLEMS OF AUDITORS: • quicklyreading • understand graphs and diagrams easily • stay quiet for long periods of time • access learning delivered exclusively in written form • consistently produce legible handwriting

  14. Kinesthetic learning

  15. Kinesthetic learning occurs as students engage a physical activity: learning by doing, exploring, discovering.

  16. Students who have a strong kinesthetic learning style often: • like to move around in the classroom • remember what they physically DO,theyneed to do something to 'learn' it • are able to remember something perfectly after doing it only once • enjoy activities that involve 'acting out' such as role play or drama • need the help of physical objects, that they can handle, as aids to sequencing and learning • enjoy subjects which inherently satisfy the need for 'hands on' learning, such as science, computertechnology etc. • perform well in sporting activities and activities such as dance • express their interest in an actvity enthusiastically and excitedly - sometimes they can become over-excited

  17. ADVICES FOR KINESTHETICS: • include as many 'real' examples as theycan - getting them to 'relive' the kinesthetic parts of the learning can help them • associate specific case studies or examples with abstract concepts they have to learn • include pictorial cues such as photographs and pictures in the notes to provide more of a 'hook' for the information they need to memorize • carry out the kinesthetic activity again at home: revise everything donein the classroom by recreating the situation • practisewriting the kinds of answers they will face in the examination - remember that the act of writing does seem to help information become clearer to kinesthetic learners • talkover their learning with other students who learn in the same way, as a means of recalling all the important points

  18. PROBLEMS OF KINESTHETICS: • may not be able to sit still for long periods of time • have difficulty with learning that involves learning by rote or sequencing • have poor handwriting • have difficulty with spelling


  20. Reading disorder (Dyslexia) The most common learning disability. A reading disability can affect any part of the reading process, including difficulty with accurate or fluent word recognition, or both, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension.

  21. Writing disorder (Dysgraphia) Impaired written language ability may include impairments in handwriting, spelling, organization of ideas, and composition.

  22. Math disability (Dyscaluclia) Math disability can cause such difficulties as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page.

  23. BIBLIOGRPHY • http://homeworktips.about.com/od/homeworkhelp/a/visual.htm • http://www.classroom-management-success.org/visual-learning-style.html • http://en.wikipedia.org/wiki/Learning_styles • http://www.tlumaczenia-angielski.info/metodyka/learningstyles.htm • http://www.classroom-management-success.org/auditory-learning.html • http://en.wikipedia.org/wiki/Kinesthetic_learning • http://en.wikipedia.org/wiki/Learning_disability#Types_of_learning_disabilities • http://en.wikipedia.org/wiki/Auditory_learning • http://www.classroom-management-success.org/kinesthetic-learners.html

  24. Thanks for your attention!

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