1. Differentiation of Instruction for Visual, Auditory, Tactile
Spartanburg School District Six
Summer 2013

2. Topics to be Covered Who are Visual, Auditory, and Tactile Learners?
How do we identify learning styles for our students?
How can we help our students understand their own learning styles?
How can we meet the needs of various learning styles in the classroom?

3. Visual Learners…. Learn best by seeing information
Easily remember information presented in pictures, charts, or diagrams.
Have strong visualization skills. They can look up (often up to the left) and "see" the information.
Pay close attention to body language of others
Can “read” others well
Have a keen awareness of aesthetics, visual media, and art

4. Visual Learners…
Learn holistically rather than step-by-step or sequentially
Need to see the whole picture before understanding parts
Processes information in pictures instead of words
This can slow processing speed for struggling learners
Can have a heightened sensory awareness to stimuli (smells, noises, bright lights)

5. In class, visual learners need…
To see an example of a final product
New information connected to prior knowledge
Lessons and activities to include color, graphs, charts, pictures, thinking maps, video clips, etc.
pictures or colors used with words when information is presented on the board 5

6. Auditory Learners… Learn best by hearing information
Have strong language skills, typically with a well-developed vocabulary and an appreciation for words
Have strong oral communication skills and can articulate their ideas clearly
Are often musically talented
Don’t immediately understand graphs, diagrams, or maps

7. Auditory Learners… Enjoy talking (to themselves and others!)
Like explaining concepts to others
Recognize variations in a person’s tone of voice
Are distracted by background noise
Enjoy group assignments and oral reports
Use repetition to memorize/learn facts
Follow oral directions better than written ones

8. In class, auditory learners need…
Need information presented orally
To read aloud (or whisper read to themselves)
To be read to (by teacher, audio books, etc.)
To use music, rhyming, and rhythms/beats
Background noises to be minimal
Opportunities for group interactions

9. Tactile Learners
Prefer opportunities where they can actually touch, build, or do something physically with the information they learn.
Memory is stimulated by feeling objects.
Needs to touch or manipulate what is being learned.
Takes notes and likes to write on the board, but will struggle to sit still and stay focused during traditional instruction.

10. Tactile Learners Are typically athletic
Like adventure books, movies, etc.
Like building things
Likes Role playing
Tend to be less organized and easily loose track of time
Most likely to be an “At-Risk” Student

11. In class, tactile learners need…
Movement or working in a standing position
Activities instead of watching/listening to instruction
Hands-on teaching techniques
Manipulatives
The activity of highlighting while reading, using bright colors
Music while studying
Frequent study breaks to briefly move around
To draw or doodle while taking notes in class

12. Identifying Learning Types
Learning Survey Questionnaires
presents specific situations and asks for specific responses
Learning Style Inventories/Surveys
ask general statements with responses based on a rating scale

13. Group Activity
Using the sample questionnaire and survey questions, identify which learning style is described in each answer choice.
It is possible that the choice could be multiple styles

15. Is it grade level appropriate?
It is difficult for a second or third grader to interpret and rate their feelings on a scale of one to four on a learning survey.
Ex: I am verbally articulate and enjoy participating in discussions or classroom debates.
The wording and some of the language used on the questionnaire seem to advanced.
Ex: Other than price, what would most influence your decision to buy a new non-fiction book?
Young children cannot relate to the scenarios presented.
Ex: You have a problem with your heart. You would prefer that the doctor: (scenarios are presented)

16. What can you do? CHANGE IT!
Modify the surveys or questionnaires to fit your students.
For 2nd grade, consider changing the wording on the questions, possibly shorten the survey, and instead of using a rating scale of 1-4, use a smiley face rating scale.

17. Helping Students to Understand Their Learning Style
Introduce the ideas of the three learning styles -teach one lesson, three different ways
Tell students which learning style appears strongest for them
Guide them in choosing options that best fit their individual learning styles

18. Meeting the Needs of Different Types of Learners in the Classroom
Allow students choices in demonstrating learned material
Orally, making a video, build a model, etc
Provide options for homework assignments
Homework Grid (for options in spelling homework)

19. Meeting the Needs of Different Types of Learners in the Classroom
Formal and Informal Seating Options
Reading Center that contains rugs, pillows, bean bags, soft furniture
Class Aesthetics: lighting, temperature, background noise, scents
use lamps, turn off one set of overhead lights

20. Allow for movement within the classroom
assign words/definitions certain movements
play learning games
provide options for cooperative learning activities

21. How Do We Identify Student Learning Styles?

22. Resources http://www.literacyworks.org/mi/practice/index.html