Certificate in Teaching (FC) Learning Styles
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Contents
What are the differences between learning styles? 3
Read/write learning style 3
Verbal learning style 3
Visual learning style 4
Auditory learning style 5
Tactile learning style 6
Logical learning style 6
Solitary learning style 7
Social learning style 8
How to use different learning styles 8
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What are the differences between learning styles?
If you type ‘learning styles’ into google, you will be bombarded with many theories and
different styles. You will come across the likes of David Kolb, Peter Honey, Alan Mumford,
Anthony Grogorc and many others. At the same time, you will be confronted with many
critics of these theories.
We do recommend that you find out and read as much as possible about each theory.
However, at Frisby’s College we have found our own eclectic approach, which means we
have chosen the best features from different styles and created our own approach. The
Frisby Method of Teaching is student-centred and as such takes each student’s strengths,
weaknesses, needs and wishes into account.
When deciding on your style of teaching, you will need to consider the following:
institute and surroundings
students’ ages
students’ abilities
students’ learning styles
students’ motivation
students’ backgrounds
your own capabilities and preferences
It is also very important that you are flexible and able to adapt your lessons to different
circumstances. There is no ‘one-size-fits-all-method’ when teaching.
Read/write learning style
This is the most widely-used learning style that goes back centuries. Reading and writing is
part of human nature and as such one of the most basic and at the same time most
important ways to learn.
Verbal learning style
Verbal is, as the word suggests, suited to students who like to talk, write and are generally
comfortable using language.
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Just as the read/write learning style, this style has been used for centuries and was the main
learning style for humanity before the written word was introduced.
Students who are verbal learners will benefit from exercises such as role-play, debates,
negotiations and presentations.
Although it is essential to accommodate this learning style, it is just as important to realise
that many people are reluctant to talk, especially learners of a second language. Many
teachers around the world force their students to talk, rather than encourage them. Whilst
we appreciate the need to encourage students, we also believe that a student will talk when
they are ready to do so, hence students should not be forced to speak. A useful step on the
path to free speech is to encourage a student to read aloud. However, remember to allow
the student to read the text in quiet before reading it out loud, to allow them to
comprehend the text before having to read it out. When you are reading aloud your
concentration is on reading and pronunciation, and many students find it difficult to digest
the meaning of the text at the same time.
Encourage creative writing using new vocabulary, synonyms, substitution skills, etc. Then
ask the students to read their text aloud to the class, using good intonation and emotions.
Visual learning style
Many students prefer using pictures, photos, images and the medium of film.
The use of pictures is an ideal way to generate schemata and prepare students for the
lesson. Photographs, as well as video clips (e.g. an excerpt from the news) are often used to
generate interest in a certain topic.
Watching films is another way of using the visual style to teach. However, when using these
methods it is essential that the film is part of the lesson plan. The teacher must be aware of
exactly what he/she wants to achieve by using these prompts. Many teachers are quite
happy to put a film on and let the class watch it, then ask each student to write a synopsis of
the film. This really achieves very little. Instead, the film should be paused at strategic points
to check on comprehension. There should be a detailed plan for the film and what the
students are being tested for. A film can only be a means of eliciting information and
instilling learning in a student – not a time filler. As such, it is important not to use films on a
regular basis.
Equally, photos and pictures used in class must be relevant and politically correct. As with all
lesson materials, you will need to take great care as to what kind of pictures are
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appropriate. A cartoon that is funny for one student may be offensive for another. In
language teaching, it can help to have a text in which certain words are replaced with
pictures. Clearly, you need to ensure that texts don’t appear too childish.
The use of colour can also generate interest and help students focus. For example, this
could be achieved by using black markers for the text, red markers for dates and blue
markers for places. Naturally, this calls for the teacher to be consistent when writing and
highlighting.
Mind maps are very useful when introducing a new subject. For example, in language
learning, this can be achieved by brainstorming vocabulary linked with a particular topic.
The Frisby Method proposes teachers use two whiteboards. You will learn more about the
ideal classroom setup in the relevant topic. However, at this point it is important to realise
that the use of two whiteboards appeals to visual learners and will help students to
remember the content of the lesson.
Auditory learning style
Auditory learning means learning by listening. It plays an important part in 95% lessons in
general, as traditional classes work through explanations given by the teacher. However, it is
important to realise that listening is actually a difficult skill – and a teacher should never
expect their students to remember everything that has been said in the classroom. In fact,
most students will need some visual help in order to remember what they have been
taught.
Many students like to use sounds and music to help them learn.
Much research has been done on how music and sounds help the brain to engage - from
‘The Mozard Effect’ for younger learners to ‘brain.fm’ for adult brains. Regardless of the
precise outcomes of different research projects, it is obvious that music has a huge impact
on the human brain (just think of your own driving styles when listening loudly to engaging
music in your car!).
In language learning, music has a special role, as it helps students to learn rhythm, stress
and tone. However, as a teacher you can use music to your advantage in a variety of
situations, not just in language classes. It is a highly useful means to aid classroom
management (just try Pachelbel’s ‘Canon’ with a noisy class!) as well as concentration and
relaxation levels.
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It is a nice touch to have music playing as students enter the room. This helps create a warm
atmosphere and also encourages conversation. You could ask students to recommend a
song or piece of music to play as they enter the room and ask the students why they have
chosen that particular piece of music.
Audiobooks are becoming more and more popular and are very widely available nowadays
(e.g. on audible). Whilst it may not be appropriate to listen to complete audiobooks in class,
it is very useful to draw students’ attention to certain scenes in the book – especially as
these might come up in exams.
Tactile (Kinaesthetic) learning style
This is for students who like to use their body, hands and their sense of touch.
Ideally, a teacher would produce something tangible to do with each topic, e.g. when
teaching animal care, it would not be suitable for students to gain academic knowledge of
the subject without learning practical care of animals. When teaching business
management, using lego / playmobil / knex / magnetix can be a good way of demonstrating
hierarchy, communication, etc. Obviously, it is important to explain exactly why you are
using these and what you are trying to demonstrate, to prevent mature students from
feeling childish.
Frequently, this is built into the syllabus as students are required to learn how to use vital
instruments, such as equipment for experiments in science lessons.
Using your students’ creative mind through painting, drawing, pottery, etc. can be further
appropriate ways to demonstrate a particular point.
Logical (mathematical) learning style
These learners like to understand the reasons and theories behind the content of the lesson.
They are interested in recording lists, patterns, systems and procedures. Students like to
group information and ‘label’ it.
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It can be argued that understanding systems and breaking the lesson down (see the Gestalt
Method) helps you to understand the bigger picture. These students like to have order in
their learning.
Whilst this method is ideally suited to subjects such as mathematics, engineering, etc., it is
also very helpful in language learning. Students who study latin will find it much easier to
learn Italian, French, German or English. This is because they have a suitable ‘filing system’
in their brain for different tenses, as well as word stems, endings and syntax.
Obviously, being logically minded when learning can also be restrictive, especially when
learning a language. For example, there is often no reason for a certain expression or
pronunciation. We say do [du:], but go [gou]. Both words are verbs, and both have a
consonant followed by the vowel o. Yet both times, the vowel is pronounced differently. We
say ‘pay a compliment’ in English, yet other languages describe the same meaning with ‘give
a compliment’ or ‘make a compliment’. There is no logical reason as to why different verbs
are used in different languages and so to a logical mind, this can be hard to accept.
Solitary learning style
This style works best for people who prefer to work alone and enjoy self-study.
In many ways, distance or online study is an ideal way to study for learners who prefer this
style. The student has a large amount of freedom in deciding when, where and how to
study. One does not need to dress up, leave the house, interact with other students, etc. –
however, this way of studying does require a large amount of self-discipline and it is easy to
fall behind. Therefore, it calls for a certain amount of teacher monitoring, sticking to goals,
and asking the student to set their own goals, aims and objectives.
In a classroom environment, these leaners can still be a valuable part of the class as they do
not require constant monitoring and reminders to concentrate on their work.
Learners benefit from courses such as those run by The Open University or other online /
distance learning programmes in the knowledge that there are Tutors in the background if
required.
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Social (interpersonal) learning style
This learning style works best for students who prefer to work in groups and enjoy a group
atmosphere.
Naturally, this style is very beneficial for students who study in a classroom.
Within the classroom, partner work, group projects, group discussions and role-play are very
suitable to address these learners. When creating a project, place students into different
groups and give them parts of the project to do, then ask all groups to complete the project
together as a whole class. This will call for communication within the smaller groups and
then between all groups.
Peer assessment will work well with these learners, as well as whole class activities. For
example, you could ask the class to make up their own classroom rules at the beginning of a
course, and give the class a certain amount of freedom in designing their own classroom.
How to use different learning styles
As a teacher, you will most likely come across all of the above learning styles within a class.
Taking a student’s preferred learning style into account does not mean that you should
always teach them in their preferred way. In fact, it is vital to enrich the learning experience
for each student, and that includes introducing activities that are not naturally part of their
preferred learning style. That is in fact how children learn to read and write – if they’re not
introduced to the know-how, they are unable to experience it.
However, it is important for you as a teacher to be aware of each student’s style – so that if
a student struggles with a particular topic, you can explain using their preferred style /
example, in order to aid their learning process along.
Within the classroom, it is important to have a mixture of tactics in order to address each of
the students. This may not be possible in each lesson, but it is advisable to ensure that most
of the styles are covered.
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