Nathan Goberdon

ELL

9/11/17

Learning Styles Reflection

The first learning style that was determined was between auditory and visual. I found out

that I am a visual learner. Thus I learn better by seeing things; whether it be through analyzing

pictures, graphs, diagrams, or any other such visual representation. Knowing that a transitioning

ELL student is a visual learner rather than an auditory learner I would spend less time lecturing

in class and spend more time employing visual techniques. So I would use power-points and

things like projections and maybe employ visuals on a smartboard to help aid the student. I might

even bring in some more tactile visuals such as a model of our solar system when teaching a unit

about space.

The second learning style was between applied and conceptual. I found out that, when it

comes to learning, I learn things much better in an applied sense. This means that rather than

simply discussing a concept I learn better when a teacher gives real world examples and proof as

to why something is the way it is. If I know an incoming ELL student learns in this same way I

wont just toss around ideas, but rather use language that conveys concrete examples of the

concepts that I am talking about. For example, in a math lesson on addition rather than simply

adding numbers I will present students with word problems about students putting together

certain quantities of items. For example a math problem like Jeff has 5 apples, he gives 2 to

Suzy, and 1 to Fred, how many apples does Jeff still have? I would use a problem like this as

opposed to the simple equation 5-2-1, thus providing a real world example and giving the

student a more applicable understanding of the content. Going off of this I would always seek to
provide concrete, real world examples for all subjects like grounding a story in realism for a

reading lesson, or having students perform a science experiment rather than simply reading about

it.

The third method that I learn best in is verbal (with it being spatial vs. verbal). This

means that I am not so good at placing objects in space and figuring out how some things

working in relation to each other. Rather I prefer verbal language and other such skills to define

such relationships and positioning. For an incoming ELL student who is verbally oriented I

might do away with some diagrams and the likes in favor of explaining, in simple English, the

relationships between certain things. For example, in a science lesson on ecosystems I might

explain the hierarchy of creatures in an easy to follow way and then let students form their own

ecosystem (with creatures provided by the teacher), and then discuss with a partner what animals

go where. Such a discussion following a teachers explanation of the workings of an ecosystem

would help the verbally inclined child grasp the concept. Similarly, with any lesson I would seek

to employ the use of written language to communicate with the student.

The fourth learning style was between social and independent; I discovered that I am a

social learner. This means that I work best in group settings, whether that be through interactions

with my peers or with an instructor. Thus I learn best in a social setting, rather than through

working by myself. For an ELL student coming into the classroom I would peer them up with a

high-achieving student in my class. Not only would this dynamic help if they were a social

learner as they would be getting peer feedback, it would also help them gain exposure to the

English language and understand the dynamics of speech and group work. As the teacher I would

also be mindful of giving that student special direction, attention, and clarification to give them
an understanding of the coursework. However, I would have to walk the line of not accidentally

singling out that student by giving them that attention.

The final learning style was either creative or pragmatic. I discovered that I am a

pragmatic learner. This means that I am practical and logical when analyzing and thinking about

concepts, rather than imaginative and innovative. For a pragmatically-minded ELL student

entering my classroom I would make sure that my directions were spelled out and clear, rather

than offering more open-ended assignments. This would also help in the students transition to

an English classroom as in the early transitional stages it would be more difficult for a student,

who natively speaks a different language, to grasp the implications of an open-ended assignment.