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THE KINESTHETIC LEARNER
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Ways to Spot One - A child who
Wants to:
- move
all the time
- touch
and feel everything, rubs hands on walls, hallways, door frames as he
moves
- thumps
buddies
- can
take an item apart and put it back together
- enjoys
doing things with his hands
- is
well co-ordinated, good at sports (except
eye-hand co-ordination if visual modality strength is lacking)
- frequently
uses fists
- may
make paper airplanes
- needs
to use concrete objects as learning aids
- cannot
rote count or sequence material without aids
- has
difficulty establishing one-to-one relationships in number values
- after
age 6.5 is generally classed as an underachiever
- often
described as a child who can't keep his hands to himself
- needs
to explore his environment more than average for this age
- is
often considered hyperactive
Adjustments - What can be done
- provide
quiet down period after physical activities
- alternate
quiet periods and rest periods
- task
reward may work well
- avoid
putting him too close to other children
- provide
cues for end of study time - timer or clock
- encourage
visits for drinks/bathroom before class
- make
it harder to move than to sit still - e.g. desk against wall
- is
often unaware of own movement and distracted by that of others
- may
be on medication for hyperactivity - find out
- use
picture to help establish associations - words/numbers/meanings
- attach
verbal labels
- use
visual, auditory, and kinesthetic methods for teaching writing
- allow
for planned times for movement, such as monitor jobs
-
Teaching methods - How to plan
- use
movement exploration - adding/subtracting/prepositional concepts can
be taught on monkey bars
- have
children clap or tap out numbers, syllables, walk patterns of words
- use
number lines on the floor - child can use heavy objects along the line
for more physical feedback
- use
sandpaper letters/felt letters, writing in sand/clay, 3-D materials
- child
may need to talk to self for motor feedback
- use
all manipulatives possible
- do
lots of things with eyes shut using 3-D letters
- use
lots of writing - may need to introduce with stencils
- supply
concrete objects for counting sequencing, establishing patterns seeing
similarities and differences
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THE AUDITORY LEARNER
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Ways to Spot One - A child who:
- never
stops talking
- tells
jokes and tries to be funny
- can
win spelling bee if taught "say-spell-say" method
- is
a good story teller - they get taller and taller
- has
poor handwriting, a history of reversals
- can
remember what is said to him and repeat it accurately
- makes
a good boss
- likes
records, folk dances, rhythmic activities
- has
ten excuses for everything
- knows
all the words to all the songs
- can
memorize easily
- has
a poor performance on group intelligence tests
- seems
brighter than group tests reveal
- has
poor perception of time and space
Adjustments - What can be done
- take
out as much noise as possible
- find
him a quiet place to work
- very
soft background music may help
- use
as few words as you can when giving directions
- if
you repeat, use the same words
- speak
directly to the child
- earphones
and tape recorders help cut out distractions of other noises
Teaching methods - How to plan
- teach
him to talk through tasks
- allow
him to spell out loud
- let
him say syllables out loud
- have
him name punctuation marks as he reads to develop an awareness of
their function
- play
lots of rhyming and blending games
- allow him to think
out loud. Encourage oral response
- tape record
lessons and tests Use records.
- pair
him with a visual learner
- encourage
him to use colour cues and markers
- use
neurological impress method (child pointing to words while you read to
him)
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THE VISUAL LEARNER
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Ways to Spot One - A child who:
- likes
to look at books and pictures - stays with a book, not just
manipulating books on and off the shelves
- loves
to look at orderly things - demands neat surroundings
- can
find what others have lost and remembers where they have seen things
- sees
details - how you dress, if your slip is showing, errors in typing
- can
find a page in a book or workbook readily - may have it half done
before the others start
- can't
get directions orally (if the child is timid, will copy from others
rather than ask for more directions)
- likes
to work puzzles
- probably
will be able to make good pictures - at least ones with good balance
- can
set the table correctly and remembers where the dishes belong in the
cupboard
- may
have a speech problem
- may
watch teacher's face intently
- rarely
talks in class or responds in as few words as possible
Adjustments - What can be done
- take
out visual distraction - place him in as uncluttered an area as
possible
- leave
a frame of blank wall around visual displays
- on
a worksheet, put a heavy line around items to help pupil attend to one
item at a time
- give
him a big marker
- allow him to point
if necessary. Let him touch the first letter of each word
- let him get one
worksheet at a time, rather than handing him several papers at once.
This also gives the child a purpose for moving about as he turns in
his completed work and gets his next assignment
- try
not to stand in front of a cluttered background when instructing
- give
him one step of an assignment at a time
Teaching methods - How to plan
- give
lots of visual directions
- give
demonstrations
- use
matching games, charts, and graphs
- use
maps and teach the use of a legend
- use
color coded systems
- use
number frames and abacuses
- use
dictionaries and give visual symbols for sounds
- use
configuration clues
- have
him look for words, letters, pictures in papers and magazines
- use
mirror to see mouth
- use clues such
as a green dot as the place to begin, a red dot to stop. This also
helps to develop directionality
- allow
the child to work with rulers and number lines to develop math
concepts
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