Tips for Teachers

Be aware of the different learning styles and use this knowledge to create teaching strategies to accommodate them.

  • Approximately 20-30% of the school-aged population remembers what is heard (auditory).
  • 40% recalls well visually the things that are seen or read (visual).
  • Many must write or use their fingers in some manipulative way to help them remember basic facts (kinesthetic).
  • Other people cannot internalize information or skills unless they use them in real-life activities, such as actually writing a letter to learn the correct format (kinesthetic).

(Teaching Students to Read Through Their Individual Learning Styles: Marie Carbo, Rita Dunn, and Kenneth Dunn. 1986).

Students with special needs need to receive information in a variety of ways in order to understand.
Using multisensory teaching strategies and techniques in your classroom enables you to "reach and teach" these students too.

Students with special needs include students who have/are:

  • Dyslexia
  • AD/HD (all types)
  • Executive Function Deficits
  • Depression
  • Auditory Processing Disorder (APD)
  • Language Disorder
  • Students learning in their second/third language
  • Asperger's Syndrome / AS traits
  • Dyspraxia and Dyscalculia, etc.
  • Gifted

Kinesthetic Learners

Kinesthetic learners are hands-on learners; they learn by doing. They recall better what they have done; this type of learner learns better on field trips. These students have difficulty understanding how something is done if they only read or hear it.

  • study in short blocks of time in small groups;
  • change locations each time s/he takes a break;
  • build models or give demonstrations to the class;
  • use role play/simulation;
  • use memory techniques requiring movement.

Visual Learners

Visual learners process information best when they see it.They enjoy videos, movies, CD-ROMs, and watching demonstrations. Colours attract the attention of these students.They must see it to believe and to learn it. Visualization often comes easily to these students

Strategies for Visual Learners

Use pictures, videos, DVDs and TV to reinforce material being taught.
Ask students to draw a picture of the main idea in each paragraph they read.
Have an artistic student draw a picture on the whiteboard of each concept being taught.
Have a supply of colourful magnets to put on whiteboard when recording homework.Encourage students to use visualization to learn,Auditory Learners:

  • Can be good listeners, but are anxious to talk
  • Solve problems by talking about them
  • Have excellent oral skills;
  • Rarely take notes
  • Are easily distracted by sounds in the classroom

Strategies for Auditory Learners

Allow them to:

  • Study with a friend or parent
  • Read books, etc. out-loud
  • Tape record important lessons
  • Give oral reports or turning in tapes
  • Listen to books on tape
  • Creat songs or poems for important facts
  • Repeat information on a tape recorder or out-loud

Allow students who are auditory learners to listen to books on tapes rather than read them (i.e. in reading incentive projects).

Give students the option of doing an oral book report instead of a written one.

Allow students to create an oral journal instead of a written one and hand it in on tape.

Give auditory learners every opportunity to use their oral, listening and repeating skills and you will get the best out of them.

Make an effort to reach all students by:

  • using visual aids to support auditory presentation of new material;
  • asking students to write down the material once it has been explained (mind map, lists, etc.); and
  • by allowing them to experience new material kinesthetically (making a model, guided practice, presentation, skits, movement, field trip, etc.).

Get your students involved in the learning process by:

  • making the objectives of lesson clear to them before you begin;
  • giving them the opportunity to decide how these objectives could be met;
  • providing the materials that will enable them to find the information needed to reach those objectives;
  • using groupings of twos and fours to gather further information; and
  • asking them to present their findings to the class.

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ADHD Europe asks for better provisions for Teenagers with ADHD who continue to need access to mental health services after they turn 18.
This must be a priority across Europe so please sign the Declaration:

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