What teaching methods and activities suit different learning styles?
1. The Four Modalities
a. Visual
· Use many visuals in the classroom. For example, wall displays posters, realia, flash cards, graphic organizers etc.
b. Auditory
· Use audio tapes and videos, storytelling, songs, jazz chants, memorization and drills
· Allow learners to work in pairs and small groups regularly.
c. Kinesthetic
· Use physical activities, competitions, board games, role plays etc.
· Intersperse activities which require students to sit quietly with activities that allow them to move around and be active
d. Tactile
· Use board and card games, demonstrations, projects, role plays etc.
· Use while-listening and reading activities. For example, ask students to fill in a table while listening to a talk, or to label a diagram while reading
2. Field-independent vs. field-dependent
a. Field-independent
· Let students work on some activities on their own
b. Field-dependent
· Let students work on some activities in pairs and small groups
3. Left-brain vs. right-brain dominated
a. Left-brain dominated
· Give verbal instructions and explanations
· Set some closed tasks to which students can discover the "right" answer
b. Right-brained dominated
· Write instructions as well as giving them verbally
· Demonstrate what you would like students to do
· Give students clear guidelines, a structure, for tasks
· Set some open-ended tasks for which there is no "right" answer
· Use media and other things that students can manipulate while learning
· Sometimes allow students to respond by drawing
4. McCarthy's four learning styles
a. Innovative learners
· Use cooperative learning activities and activities in which students must make value judgments
· Ask students to discuss their opinions and beliefs
b. Analytic learners
· Teach students the facts
c. Common sense learners
· Use problem-solving activities
d. Dynamic learners
· Ask students about their feelings
· Use a variety of challenging activities
1 comments:
alhamdLLAH, alexa nya muncul juga akhirnya....
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