Upon completion of the Learning Style Inventory, I determined that I am a visual learner (55%), followed closely by auditory (40%), with a very low score in the tactile learning department (5%). I think this is extremely important information for me to know about myself as an educator because my guess is that I would gravitate toward providing learning activities that are more geared toward my learning style, and place less focus on activities that are not as useful or effective or exciting for me.
I am a visual learner with many preferences of an auditory learner as well, which is significant because I do relate to the preferences noted in the summary for auditory learners. It is also worth noting that I do not relate to any of the preferences of a tactile learner. With this in mind, I think it is important to consider the types of learning activities that I prefer for myself and contrast those with activities that a tactile learner would find helpful. I have seen the profiles of the students in my class this coming school year, and I know some of them prefer tactile activities. This will be a useful activity to help me gain a better understanding of how they learn best.
As a visual learner, the web site says that I learn best by reading and seeing pictures and that I’m good at visualizing what I’ve learned. I tend to be able to visualize images of anything I’ve seen before (in text or pictures) with great detail. I do learn well, as it says, by writing key points down and colour coding my work. The auditory learner in me likes to hear things as well. For example, I find it easier to stay focused on readings when I listen (using Google Read and Write) as I read along. I watch the screen and hear it at the same time, which keeps me focused for longer.
I’m currently learning how to play the ukulele (so I can teach my kids this year!) and I’m using a series of Youtube videos to help me learn. I like that the music teacher explains in great detail what she is teaching and she shows close-up views of what she is teaching. She also includes visuals on the screen when she is teaching us a new chord. The icing on the cake is the PDF downloads she provides that have visual summaries of the information she is teaching, such as chord charts or bits of sheet music. I get the best of both worlds -- she demonstrates and provides visuals and she talks me through what I’m learning.
There is a tactile element to learning and playing musical instruments, which resonates with me, but I do not seem to relate to most of the preferences listed for tactile learners. For example, I don’t usually need to take frequent breaks as I can sit and work for long stretches. I can sometimes learn by doing, but it’s much more helpful for me to give it a try after someone has provided instructions in writing or with images or if someone shows and tells me what to do.
I wonder if not being overly tactile explains why I sometimes have a mental block when it comes to setting up math centres or science experiments for my students. That element of exploring and playing with manipulates doesn’t resonate with me like watching a video or looking at images might. This is a challenge I willingly accept, and having this information certainly helps me to understand that a well-rounded program includes activities that are geared for all learning styles, not just mine.
I am reminded of the image we saw at the beginning of this course, in which a number of different animals are being assessed on their ability to climb a tree. In order to ensure that my assessment practice is equitable, I need to have a handle on how each of my students learns best and also how their strengths help them show what they can do and say. Being open to providing variety and catering to their needs is going to be key to setting them up for success.
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