Research Guides: Accessibility : Learning Styles & Needs

Learning Styles Assessment

"Students preferentially take in and process information in different ways: by seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits and starts."

Source: Felder, R.M. Learning Styles page on Richard Felder's Legacy Website. Retrieved from North Carolina State University website: http://bitly.com/l8il

Find your learning style using:

Index of Learning Styles Questionaire
This four-page handout briefly explains the learning style preferences obtained using the Index of Learning Styles.

Three Different Learning Styles

Visual Learners

take numerous detailed notes
tend to sit in the front
are usually neat and clean
often close their eyes to visualize or remember something
find something to watch if they are bored
like to see what they are learning
benefit from illustrations and presentations that use color
are attracted to written or spoken language rich in imagery
prefer stimuli to be isolated from auditory and kinesthetic distraction
find passive surroundings ideal

Auditory Learners

sit where they can hear but needn't pay attention to what is happening in front
may not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why
hum or talk to themselves or others when bored
acquire knowledge by reading aloud
remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

Kinesthetic Learners

woman playing wii

need to be active and take frequent breaks
speak with their hands and with gestures
remember what was done, but have difficulty recalling what was said or seen
find reasons to tinker or move when bored
rely on what they can directly experience or perform
activities such as cooking, construction, engineering and art help them perceive and learn
enjoy field trips and tasks that involve manipulating materials
sit near the door or someplace else where they can easily get up and move around
are uncomfortable in classrooms where they lack opportunities for hands-on experience
communicate by touching and appreciate physically expressed encouragement, such as a pat on the back