1. PRE-WRITING TASKS FOR VISUAL, AUDITORY, AND KINESTHETIC LEARNERS Isabela Villas Boas - CTJ Claudio Fleury – CTJ 8th CTJ Seminar – In Charge of Change

2. OUTLINE ACTIVITIES WRITING LEARNING STYLES EXAMPLE TASKS

3. ACTIVITY 1 ORGANIZING INFORMATION Stand up, discuss and organize yourselves in three groups, according to the activity in your cards. Explain the rationale for the organization.

4. ACTIVITY 2 GENERATING IDEAS In pairs, take turns speaking non-stop for three minutes each. Partner A: “What do you know about perceptual learning styles?” Partner B: “How can teachers apply knowledge about different learning styles to their teaching?”

5. ACTIVITY 3 ORGANIZING INFORMATION Fill in the mind map with information generated in the previous activities. Share your mind map with a partner and complete the information about learning styles

6. WRITING ACTIVITY Write an article for your school bulletin board about how important it is that students’ different learning styles be catered to in class.

7. PRE-WRITING ACTIVITIES AND LEARNING STYLES What is the connection? Pre-writing – why is it important? Graph – writing process (Isabela’s presentation Generating ideas and planning are the most neglected – which has effects on final result

8. LEARNING STYLES “… an individual’s natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills.” (Kinsella, 1995, p. 171, in Christison, 2003)

9. LEARNING STYLES “How a person is likely to perceive and process information and experiences.” (Mc Carthy, 1980)

10. LEARNING STYLES “Cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.” (Keefe, 1979, p. 4)

11. KEY RESEARCH FINDINGS ESL / EFL teachers’ teaching styles often reflect their own learning style As cited in Leopold, 2010

12. KEY RESEARCH FINDINGS Higher student achievement relates to a match between student learning styles and teacher teaching styles As cited in Leopold, 2010

13. KEY RESEARCH FINDINGS Although culture is not the sole determinant, it is one of the principal factors influencing learning styles As cited in Leopold, 2010

14. KEY RESEARCH FINDINGS More than 90% of the traditional college classroom is auditory As cited in Leopold, 2010

15. KEY RESEARCH FINDINGS Most ESL students strongly prefer kinesthetic learning As cited in Leopold, 2010

16. PERCEPTUAL LEARNING STYLES

17. Well-known models - Kolb http://www.m1creatiyvit.co.uk/creativity%20training/kolb2.jpg http://effective.leadershipdevelopment.edu.au/wp-content/uploads/david-kolb- learning-styles-lsi.jpg http://effective.leadershipdevelopment.edu.au/wp-content/uploads/david-kolb- learning-styles-lsi.jpg

18. Well-known models – Dunn & Dunn http:// blogs.region4.nycenet.edu/communities/files/563/26340/Dunn%20 &%20Dunn.jpg http:// blogs.region4.nycenet.edu/communities/files/563/26340/Dunn%20 &%20Dunn.jpg

19. Well-known models - Gardner http://4.bp.blogspot.com/_ePi1_NwHC04/SmrV7GFXSTI/AAAAAAAAABw/HkdjloelWlA/s400/multiple_intelligences_diagram.jpg

20. Type 1: Cognitive Styles Type 2: Sensory Styles Type 3: Personality Styles Field Dependent Filed Independent Perceptual: Visual Auditory Kinesthetic Tactile Tolerance of ambiguity Analytic Global Environmental: Physical Sociological Right and left hemisphere dominance: Left-brain Right-brain Reflective Impulsive Learning styles in TESOL Christison, 2003 LEARNING STYLES IN TESOL

21. PERCEPTUAL LEARNING STYLES “the perceptual perspective allows us to take into account aspects of several well- recognized learning-style theories by synthesizing their important characteristics into an approach that is based on behaviors and/or actions that can be easily perceived in a classroom situation (Sarasin, 1998).”

22. WHAT IS YOUR LEARNING STYLE? Read the sentences on the posters Stand next to the poster with sentences that best describe your preferred learning style Adapted from Barsch http://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htmhttp://ww2.nscc.edu/gerth_d/AAA0000000/barsch_inventory.htm The actual test involves choosing whether the sentences are seldom, often, or sometimes true

23. VISUAL LEARNERS Visual learners have two sub-channels Linguistic Spatial

24. VISUAL LEARNERS visual-linguistic learners learn through written language, such as reading and writing tasks remember what has been written down, even if they do not read it more than once like to write down directions pay better attention to lectures if they watch them

25. VISUAL LEARNERS visual-spatial learners usually have difficulty with the written language do better with charts, demonstrations, videos, and other visual materials visualize faces and places by using their imagination and seldom get lost in new surroundings.

26. KINESTHETIC LEARNERS Kinesthetic learners two sub-channels: kinesthetic (movement) and tactile (touch) tend to lose concentration if there is little or no external stimulation or movement

27. KINESTHETIC LEARNERS When listening to lectures, they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use color highlighters and take notes by drawing pictures, diagrams, or doodling.

28. AUDITORY LEARNERS often talk to themselves may move their lips and read out loud. may have difficulty with reading and writing tasks. often do better talking to a colleague or a voice recorder and hearing what was said.

29. SAMPLE ACTIVITIES

30. Activity 1 – My weekend Work in groups of six. Each person has a connector. Say the first sentence and use the connector in another sentence. The next person repeats the sentences and adds one more, using his/her connector The last participant should have a whole paragraph, that can be memorized by the group On my last vacation I went to China and I did many interesting things there.

31. Activity 2 – Hosting a world cup Form a circle. The first participant gives one advantage to hosting a world cup and throws the ball. The participant who gets the ball has to say one disadvantage to hosting a world cup and throw the ball. Continue until all participants have given an advantage or disadvantage to the topic.

32. Activity 3 – Global Warming Complete the tree with causes and consequences of global warming. The trunk of the tree represents the problem. The roots represent the causes and the canopy represents the consequences. Share your tree with a partner.

33. SAMPLE ACTIVITIES Activity 1 – auditory – beginners Activity 2 – kinesthetic - advanced Activity 3 – visual - intermediate

34. Thank you isabelavb@thomas.org.br claudios@thomas.org.br prewriting.ctjconnected.com