LEARNING/THINKING STYLES Learning/thinking styles refer to the preferred way individual processes information.

They describe a persons typical mode of thinking, remembering or problem solving. Furthermore, styles are usually considered to be bipolar dimensions. For instance your particular learning/thinking style would lie at a point in a continuum. Having particular learning/thinking style simply denotes a tendency to behave in a certain manner. Your style is a usually described as a personality dimension which influences your attitudes, values and social interaction. There are several perspectives about learning/thinking styles. We shall focus on sensory preferences and the global-analytic continuum. Sensory Preferences. Individuals tend to gravitate toward one or two types of sensory input and maintain dominance in one of the following types: Visual Learners. These learners must see their teachers actions and facial expression to fully understand the content of a lesson. They tend to prefer sitting in front so no one would block their view. They may think in pictures and learn best from visual aids including: diagrams illustrated textbooks, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. Ri Charde further breaks down visual learners into: 1.) Visual-iconic these are learners who prefer or more interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning. And they usually have good PICTURE MEMORY They would like to read a map rather than to read a book. 2.) Visual-symbolic these are learners who prefer this form of input feels comfortable with abstract symbolism such as mathematical formulae or written word. They would like to read a book than a map and would like to read about things than hear about them. They tend to be good abstract thinkers who do not require practical means for learning. Auditory Learners. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard.

Auditory learners also fall into two categories: 1.) The Listeners Listeners most likely do well in school. They remember thing said to them and make the information on their own. They may even carry on mental conservations and figure out how to extend what they learned by reviewing in their heads what they heard other say. 2.) The Talkers They are ones who prefer to talk and discuss. They often find themselves talking to those around them. In a class setting when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to them. They are not trying to be disruptive and may not even realize they need to talk. Tactile/Kinesthetic Learners. These are persons who benefit much from hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods. They may not benefit so much from discussion or the written materials, and may become distracted by their need for activity and exploration. Those preferring this form of input move toward active, sensori-motor learning. They tend to prefer learning by doing, preferring the use of psychomotor skills to, say, abstract thinking skills. They tend to have good motor memory and motor coordination. Global Analytic Continuum. Analytic tend toward the linear, step-by-step process of learning. They tend to see finite elements of patterns rather the whole; they are the TREE SEERS. They are more comfortable in a world of details and hierarchies of information. Global lean towards non-linear though and tend to see the whole pattern rather than particle elements. They are the FOREST SEERS who give attention only to the overall structure and sometimes ignore details. Several theorists have tied the global-analytic continuum the leftbrain/right-brain continuum. In accord with Roger Sperrys model, the leftbrained dominant individual is portrayed as the linear (analytic), verbal, mathematical thinker while the right-brained person is one who is viewed as global, non-linear, and holistic in thought preferences. Both sides of the brain can reason, but through different strategies. In an individual, one side may be more dominant than the other. The left brain is regarded as analytic in approach while the right is described as holistic or global. A successive processor (left brain) prefers to learn in a step-by-step

sequential format, beginning with details leading to a conceptual understanding of a skill. A simultaneous processor (right brain) prefer to learn beginning with the general concept and the going on to specifics. See the comparison below: