Page 77 - EdViewptsSpring2017

Here are some tips for educators conversation about the subject mat- me try, ‘how do you feel?’ and will be
to consider when accommodating ter. Educators can accommodate best able to perform a new task by go-
different learning styles: these learners by having them tape ing ahead and trying it out, learning as
Visual learners prefer to learn and re- themselves reviewing the material they go. These students like to experi-
call new things in pictures, diagrams, and listening to it together. Putting ment and prefer hands-on experiences.
flip-charts, handouts, etc. These material to a rhythm or tune is also They also prefer to write out checklists
learners use phrases such as ‘show an excellent way to learn. of materials to be learned. Educators
me’, ‘let’s have a look at that’ and will may accommodate these learners by
be best able to perform a new task The auditory learner using textured paper and experiment-
after reading the directions or observ- has a preference for the ing with different sizes of pencils, pens,
ing someone else do it first. The visual and crayons to take notes.
learner enjoys working from lists, writ- transfer of information Students are not the only ones with
ten directions and prefers to highlight through listening: to the their own unique learning styles. Teach-
and color code notes to organize ers also have their preferred style of
materials. Educators should consider spoken word, of self or learning and this style is often carried
having students pick out key words others, of sounds and over in their daily teaching. Ebeling
and ideas in their own writing or write noises. These learners (2000) writes, “Our own learning style
out and use flash cards for review of often becomes our most comfortable
materials. If using a computer, have use phrases such as ‘tell teaching style” (p. 247). It is easy for
students experience using various font me’, ‘let’s talk it over’ teachers to teach following the learning
sizes and styles to improve readability. and will be best able to style that is most dominant for them,
Auditory learners learn best by however effective teachers should
listening and then repeating what perform a new task after always consider taking that extra step
they heard when they want to recall listening to instructions to incorporate learning styles that may
information. The auditory learner from an expert. not be their predominant style. Lessons
has a preference for the transfer of should be presented in a manner that
information through listening: to the allows all learners to absorb, process,
spoken word, of self or others, of Kinesthetic or tactile learners want to comprehend and retain information. An
sounds and noises. These learners experience what they learn. Someone effective teacher would acknowledge
use phrases such as ‘tell me’, ‘let’s with a kinesthetic learning style has the unique abilities of all learners and
talk it over’ and will be best able to a preference for physical experience- design their lessons to facilitate learn-
perform a new task after listening to touching, feeling, holding, doing, ing for all members in their learning
instructions from an expert. These practical hands-on experience. These community because students are cre-
students prefer to be engaged in learners will use phrases such as ‘let ated equally and differently.

References:
Dunn, R. (1988). Teaching Students Through Their Perceptual Strengths or Preferences. Journal of Reading 31(4), 304-08.
Ebeling, D.G. (2000). Adapting Your Teaching to Any Learning Style. Phi Delta Kappan 28(3), 247-48.
Felder, Richard M. (2010). Are Learning Styles Invalid? (Hint: No!). On-Course Newsletter, September 27. Retrieved from
www.4.ncsu.edu/unity/lockers/users/f/felder/Public/Papers/LS_Validity(On-Course).pdf
Martin, D., and Loomis, K. (2014). Building Teachers: A Constructivist Approach to Introducing Education. (2nd ed.).
Wadsworth, Cengage Learning.

About the Author

Eloise Marks-Stewart, Ed.D., currently serves as a Supervisor of Special Services in the Hillsborough
Township School District. She has worked as a special educator and department leader for all grade
levels. She earned her Doctor of Education Degree from Walden University in Teacher Leadership, a
Master’s Degree in Education Administration and Supervision from Hampton University and a Bach-
elor’s Degree in Special Education from the University of Arkansas. Eloise has presented at workshops
and published articles in teacher preparation textbooks, journals, and newspapers. She is an adjunct
professor at Fairleigh Dickinson University in the Humanities Department where she teaches academic writing. In 2011,
she was selected as an “Outstanding Educator” by Kappa Delta Pi Honor Society in Education. In her spare time, Eloise
works closely with her sorority, Alpha Kappa Alpha Sorority, Inc., in various community service activities.

Educational Viewpoints -75- Spring 2017