They think in pictures and detail and have vivid imaginations. Facial expression is a good indicator of emotion in the visual learner. They may stare when angry and beam when happy. They look around and examine the situation. Use a dance, play, or role play activities to reinforce information.Have students answer questions during class on white board.Teach concepts through games and projects.Use the outdoors for learning opportunities when possible.Provide hands-on learning tools when possible (models, clay, blocks, etc.).Give breaks when possible and have students move around during those breaks.To use the words, “give examples, apply, and demonstrate” in written exam questions.Demonstrations and open book examinations.Clever use of quotations, metaphors, examples and analogies in written work.Students to use all sensory modes to present their ideas.Exhibits, samples, working models, products and people that bring reality to the classroom.Guest lecturers, case studies, practical work, laboratories.Using real life examples to explain things. ![]() Use plastic letters and magnetic boards for new vocabulary.Use flash cards separate into "know" and "don't know" piles.Study in short time periods get up and walk around in between.Use hands-on activities with objects that can be touched.Write on a white board in order to use gross muscle movement.When memorizing, use finger to write on the table or in the air.Write words use markers, pens, pencils to see if they “feel right”.Like to do things rather than read about them.Often poor spellers, they need to write down words to determine if they "feel" right. Rarely an avid reader, they may fidget frequently while handling a book. They are distractible and find it difficult to pay attention to auditory or visual presentations. They prefer direct involvement in what they are learning. They remember best what has been done, not what they have seen or talked about. They gesture when speaking, are poor listeners, stand very close when speaking or listening, and quickly lose interest in long discourse. Body tension is a good indication of their emotions. They try things out, touch, feel and manipulate objects. Provide verbal summary at the end of each class.Use aural cues to alert students to important information.Allow students to engage in small group conversation during class.Ask questions during class and allow students to give verbal responses.Use beats, rhymes or songs to reinforce information. ![]()
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