Module 4 – Instructional Techniques
Learning Modalities
Learning Styles
Do you have a favorite way of learning something new? A method of study that works for you? Over the years, there has been a lot of research on learning styles. In most cases, the word “styles” is used to refer to the usual or preferred way in which a learner approaches learning. Different sets of learning styles have been identified – for example, global vs. analytical; inductive vs. deductive; linear, intuitive, systematic, and divergent. An important thing to know is that everyone approaches learning in different ways, and as an adult literacy instructor, your learning style will affect the way you approach instruction and this may not fit with your students’ learning styles.
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“I'm sure that my teaching is affected by my being a visual learner because I give lots of examples of things and write out the steps on the board, etc. My program uses a learning styles inventory during the orientation with students. This gives me an idea of how to reach my students from the beginning.” |
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“It doesn’t make sense on paper – or when she [the instructor] tells it – it only makes sense after I do it.” |
Take a moment to consider the implications that learning styles research can have for adult literacy instruction.
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On your worksheet, record your initial thoughts about learning styles. |
Most commonly in instruction of adult learners we hear learning styles defined as “visual, auditory, and kinesthetic” – referring to the ways in which learners prefer to use the senses to take in/process and express/demonstrate learning. Adult literacy instructors can observe student preferences and tendencies in class to deduce their preferred learning styles. Another tool is to administer a simple survey and use it as the basis for a discussion with students individually, or the class as a whole. Take a moment to learn about your sensory learning style – Take a Survey, and then review the summary of the different learning styles and the implications for learning. How might this view of student learning preferences affect how you approach instruction for adult literacy learners?
Listed below is a real-life adult education scenario. While you are reading, consider the learning preferences of both the learner and the instructor. How might the instructor modify his approach to support the student’s learning preferences?
Real-Life Scenario – Bianca’s Learning Difficulty:
Aiden has been a high school teacher for some time. He has only recently begun tutoring adult learners in the afternoons when his high school classes end. He has always been a captivating speaker, making his history classes come alive for students. His first student is Bianca, a 55-year-old grandmother of two, who wants to be able to speak with her grandchildren's teachers about their progress, but is embarrassed because of her poor grammar. Aiden talks with her, demonstrating certain grammar rules several times. “I’m sorry, I just don’t get it. Could you explain it again?” That evening, Aiden reviews the material that came in Bianca’s folder. He notes a learning style inventory indicating Bianca is a strong kinesthetic learner, which means she prefers to learn by doing. Aiden considers how to tap into Bianca's kinesthtic learning style to assist her in understanding the grammar rules.
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On your worksheet, record your thoughts on the learning preferences of the student and the instructor. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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Sometimes when I teach grammar, I write each word in a grammatically incorrect sentence on a separate index card. This allows students to physically move these ‘word cards’ around to put words in a different order and create new cards, in order to correct the grammar in these sentences.
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I find that having students use a simple word processing program and work on computers with partners is a real help with grammar. They can change the words around and try different word orderings to make their sentences correct. One student can suggest a change to the other, and they can help each other use the word processing program to correct the sentences.
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When my learners do their writing on a computer, the computer will tell them when they need to reexamine their word choices for grammatical errors. Somehow, when the computer "tells" them, they accept the correction better than when I or another student correct them.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did their answers provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Everyone learns differently and has different learning habits. Adult learners and instructors alike have had years to develop these habits.
- Adult literacy instructors should become aware of their own learning preferences, as these personal preferences will affect their approaches to instruction.
- Instructors may need to modify their instructional approaches as much as possible to better fit the learning styles of their learners.
- We asked you to review only one common learning style theory, although there are many others. Review the links under “For Further Study” to the right to see other learning style theories.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
