Visual – Auditory – Kinaesthetic. VAK The VAK learning style uses the three main sensory...
45
VAK Visual – Auditory – Kinaesthetic
Visual – Auditory – Kinaesthetic. VAK The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine
VAK The VAK learning style uses the three main sensory
receivers: Visual, Auditory, and Kinesthetic (movement) to
determine the dominant learning style Learners use all three
modalities to receive and learn new information and experiences.
However, according to the VAK or modality theory, one or two of
these receiving styles is normally dominant. This dominant style
defines the best way for a person to learn new information by
filtering what is to be learned. This style may not always to be
the same for some tasks. The learner may prefer one style of
learning for one task, and a combination of others for a different
task.
Slide 3
VISUAL-LINGUISTIC LEARNERS Learners who are visual-linguistic
like to learn through written language, such as reading and writing
tasks. They remember what has been written down, even if they do
not read it more than once. They like to write down directions and
pay better attention to lectures if they watch them.
Slide 4
VISUAL-SPATIAL LEARNERS Learners who are visual-spatial usually
have difficulty with the written language and do better with
charts, demonstrations, videos, and other visual materials. They
easily visualize faces and places by using their imagination and
seldom get lost in new surroundings.
Slide 5
VISUAL In The Learning Environment: Use graphs, charts,
illustrations, or other visual aids. Include outlines, concept
maps, agendas, handouts, etc. for reading and taking notes. Include
plenty of content in handouts to reread after the learning session.
Leave white space in handouts for note-taking. Invite questions to
help them stay alert in auditory environments. Post flip charts to
show what will come and what has been presented. Emphasize key
points to cue when to takes notes. Eliminate potential
distractions. Supplement textual information with illustrations
whenever possible. Have them draw pictures in the margins. Have the
learners envision the topic or have them act out the subject
matter.
Slide 6
AUDITORY LEARNERS Auditory learners often talk to themselves.
They also may move their lips and read out loud. They may have
difficulty with reading and writing tasks. They often do better
talking to a colleague or a tape recorder and hearing what was
said.
Slide 7
AUDITORY In The Learning Environment: Begin new material with a
brief explanation of what is coming. Conclude with a summary of
what has been covered. This is the old adage of tell them what they
are going to lean, teach them, and tell them what they have
learned. Use the Socratic method of lecturing by questioning
learners to draw as much information from them as possible and then
fill in the gaps with you own expertise. Include auditory
activities, such as brainstorming, buzz groups, or Jeopardy. Leave
plenty of time to debrief activities. This allows them to make
connections of what they leaned and how it applies to their
situation. Have the learners verbalize the questions. Develop an
internal dialogue between yourself and the learners.
Slide 8
KINAESTHETIC LEARNERS Kinesthetic learners do best while
touching and moving. They tend to lose concentration if there is
little or no external stimulation or movement. 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 high lighters and take notes by drawing pictures,
diagrams, or doodling.
Slide 9
KINAESTHETIC In The Learning Environment: Use activities that
get the learners up and moving. Play music, when appropriate,
during activities. Use colored markers to emphasize key points on
flip charts or white boards. Give frequent stretch breaks (brain
breaks). Provide toys such as Koosh balls and Play-Dough to give
them something to do with their hands. To highlight a point,
provide gum, candy, scents, etc. which provides a cross link of
scent (aroma) to the topic at hand (scent can be a powerful cue).
Provide high lighters, colored pens and/or pencils. Guide learners
through a visualization of complex tasks. Have them transfer
information from the text to another medium such as a keyboard or a
tablet.
Slide 10
Multiple Intelligence
Slide 11
MULTIPLE INTELLIGENCES Howard Gardner theorized that there are
multiple intelligences, and that we all use one or two for the most
effective learning.
Slide 12
VERBAL-LINGUISTIC Verbal Linguistic intelligence (sensitive to
the meaning and order of words as in a poet): Use activities that
involve hearing, listening, impromptu or formal speaking, tongue
twisters, humor, oral or silent reading, documentation, creative
writing, spelling, journal, poetry.
Slide 13
LOGICAL-MATHEMATICAL Logical-mathematical intelligence (able to
handle chains of reasoning and recognize patterns and orders as in
a scientist): Use activities that involve abstract
symbols/formulas, outlining, graphic organizers, numeric sequences,
calculation, deciphering codes, problem solving.
Slide 14
MUSICAL Musical intelligence (sensitive to pitch, melody,
rhythm, and tone as in a composer): Use activities that involve
audio tape, music recitals, singing on key, whistling, humming,
environmental sounds, percussion vibrations, rhythmic patterns,
music composition, tonal patterns.
Slide 15
SPATIAL Spatial intelligence (perceive the world accurately and
try to re-create or transform aspects of that world as in a
sculptor or airplane pilot): Use activities that involve art,
pictures, sculpture, drawings, doodling, mind mapping,
patterns/designs, color schemes, active imagination, imagery, block
building.
Slide 16
BODILY KINESTHETIC Bodily Kinesthetic intelligence (able to use
the body skillfully and handle objects adroitly, as in an athlete
or dancer): Use activities that involve role playing, physical
gestures, drama, inventing, ball passing, sports games, physical
exercise, body language, dancing.
Slide 17
INTERPERSONAL Interpersonal intelligence (understand people and
relationship as in a salesman or teacher) and think by bouncing
ideas off of each other (socializes who are people smart): Use
activities that involve group projects, division of labor, sensing
others' motives, receiving/giving feedback, collaboration
skills.
Slide 18
INTRAPERSONAL Intrapersonal intelligence (possess access to
one's emotional life as a means to understand oneself and others
exhibited by individuals with accurate views of themselves): Use
activities that involve emotional processing, silent reflection
methods, thinking strategies, concentration skills, higher order
reasoning, "centering" practices, meta-cognitive techniques.
Slide 19
NATURALIST Naturalist (connected to the intricacies and
subtleties in nature such as Charles Darwin and Meriwether Lewis of
Lewis and Clark fame): Use activities that involve bringing the
outdoors into the class, relating to the natural world, charting,
mapping changes, observing wildlife, keeping journals or logs.
Slide 20
How do you prefer to learn?
Slide 21
CHOICE People who prefer to learn by choice Like
experimentation Prefer to do things in their own way
Slide 22
CHOICE Learn best when: Allowed to make choices in what
activities to complete and how to complete them Given a variety of
hands-on and open-ended activities Competing against self and
others Learn less when: Told what activities to complete and
precisely how to complete them Given written, repetitive tasks (ie.
Responding to a daily journal prompt) Activities dont permit
exploration or discovery
Slide 23
PRACTICALITY People who prefer to learn by practicality Like
facts and details Prefer straightforwardness
Slide 24
PRACTICALITY Learn best when: Given predictable activities with
detailed directions provided in advance Examples are practical, not
theoretical Activities emphasize problem solving Learn less when:
No directions, support or feedback is provided with activities
Required to take risks and try new approaches Cant see an obvious
or immediate benefit to the activity
Slide 25
RESEARCH People who prefer to learn by research Like theories
Prefer working with ideas
Slide 26
RESEARCH Learn best when: Has access to a wide range of expert
resources Has time to think things through Allowed to explore a
topic as deeply and thoroughly as desired Learn less when:
Situations are open-ended, especially if they are based on opinion
and emotion rather than logic and analysis Required to work with
others Activities require expressing emotions (ie. Role
playing)
Slide 27
FEELINGS People who prefer to learn by feelings: Like using
their imagination Prefer to explore a variety of perspectives
Slide 28
FEELINGS Learn best when: Allowed to work with others
Activities include various perspectives or opportunities to discuss
opinions and beliefs Support and feedback are provided by teachers
and peers in a collaborative, not competitive environment Learn
less when: Required to work alone Feedback is negative or peers are
negative, challenging or competitive Work doesnt have personal
relevance
Slide 29
End for now...
Slide 30
Learning Profiles
Slide 31
VAK in Our Class
Slide 32
MI in Our Class
Slide 33
LEARNING PREFERENCES in Our Class
Slide 34
Stomp the Yard MI Activity After watching the movie Stomp the
Yard you were asked to select 1 activity from a list of 8 possible
choices. Each of the 8 options were designed to align with one of
the multiple intelligences.
Slide 35
Slide 36
Slide 37
Slide 38
Stomp the Yard MI Activity Option #1 Language Think about an
important life lesson that DJ learned. Write a script/story about a
time you also learned a similar lesson in your life. Include all
the people in that situation as characters in your script and do
your best to remember the dialogue. Option #2 Logic/ Math The
movies Hercules and Cinderella both deal with the idea/theme of
transformation. Identify an important life lesson that DJ learned
at Truth University. USE a chart to compare it with similar
examples from other movies where a similar lesson was being
learned.
Slide 39
Stomp the Yard MI Activity Option #3 Kinaesthetic Brotherhood
and community and putting the team before you is an important theme
in the movie. Create a dance/step routine that shows brotherhood/
sisterhood/UNITY. Option #4 Visual Using the materials at hand
create a poster to visually suggest the theme of the movie.
Slide 40
Stomp the Yard MI Activity Option #5 Musical Create a rap,
chant, spoken word piece or song retelling or capturing the essence
of the message/lessons of this film (note you can play an
instrument/or use back beats from an electronic devise if you want
to. Option #6 Interpersonal Describe a character attribute that DJ
had to develop at Truth Universitythat you also think Suzuki kids
need to develop that would help them be successful in life. Design
a game or activity that would help students learn this skill or
practice this character attribute.
Slide 41
Stomp the Yard MI Activity Option #7 Intrapersonal DJ had some
initial character flaws early in the film. He was stubborn,
selfish, and rude sometimes. Assess & reflect on some character
traits in you that you feel are not positive and need to change or
ones that you have already changed to make you a better person.
Option #8 Natural In the end DJ was successful because of the
community he was able to find in his fraternity and step team.
Consider examples from nature where plants or animals survive as
individuals through collective behaviour. Compare this with the
behaviour of people. What can we learn from these plant or animal
examples?
Slide 42
Stomp the Yard MI Activity Below is a breakdown of the activity
choices and dominant intelligences in our class. Its interesting
that no one chose the natural activity and only one chose
intrapersonal when they are our most dominant intelligences! Why do
you think that is? Intelligence Dominant in our Class Assignment
Choice Language 12% 1/254% Logic/ Math 13% 0/250% Kinaesthetic 13%
1/254% Visual 12% 14/2556% Musical 11% 0/250% Intrapersonal 14%
1/254% Interpersonal 11% 8/2532% Natural 14% 0/250%
Slide 43
Stomp the Yard MI Activity So...how did we do? Highest Mark 93%
Lowest Mark 50% (*Doesnt include assignments which were not handed
in or not marked by peers) Class Average 61% Class Median 61%
Slide 44
Stomp the Yard MI Activity Some Interesting Facts: 2 highest
marks were for the Intrapersonal & Kinaesthetic assignments.
The Kinaesthetic presenter scored highest in the Kinaesthetic
category of VAK and 2 nd highest in the Kinaesthetic category of
MI. Both presenters scored 0% in the choice category of learning
preferences. 2 lowest marks were for Interpersonal & Visual
assignments. The Interpersonal presenter scored lowest in the
Interpersonal category of MI yet scored very high in the choice
category of learning preferences. The Visual presenter scored
lowest in the Visual category for both VAK and MI and scored
moderately in the choice category of learning preferences. What
does it mean?
Slide 45
Stomp the Yard MI Activity Which of the 8 activities did you
choose? What is your most dominant multiple intelligence? What is
your least dominant multiple intelligence? Did you make a good
choice? Did your choice make the Stomp the Yard activity easy or
difficult for you? In hindsight, would you make a different
choice?