Visual – Auditory – Kinaesthetic. VAK The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine

Visual Auditory Kinaesthetic

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.

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.

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.

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.

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.

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.

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.

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.

Multiple Intelligence

MULTIPLE INTELLIGENCES Howard Gardner theorized that there are multiple intelligences, and that we all use one or two for the most effective learning.

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.

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.

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.

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.

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.

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.

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.

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.

How do you prefer to learn?

CHOICE People who prefer to learn by choice Like experimentation Prefer to do things in their own way

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

PRACTICALITY People who prefer to learn by practicality Like facts and details Prefer straightforwardness

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

RESEARCH People who prefer to learn by research Like theories Prefer working with ideas

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)

FEELINGS People who prefer to learn by feelings: Like using their imagination Prefer to explore a variety of perspectives

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

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Learning Profiles

VAK in Our Class

MI in Our Class

LEARNING PREFERENCES in Our Class

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.

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.

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.

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.

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?

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%

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%

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?

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?

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Visual – Auditory – Kinaesthetic. VAK The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to determine