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Learning Styles Reflection

Regan Hughes

University of Scranton
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Learning Styles Reflection

Based on the learning styles quiz supplied by Professor Reilly, I have five learning styles:

visual, conceptual, verbal, independent, and pragmatic. Below I provide a brief summary of the

five, as well as a reflection on how knowing this information about future students could be

worthwhile for me as their teacher. I will also describe what methods or strategies I might use to

best serve a student with the same learning preferences as myself within each summary.

Visual Learning

Visual learners can be described by the term itself—they learn information best when it is

presented visually. Students who are visual learners find it easier to learn through reading or

looking at diagrams, as opposed to hearing a lecture. Students who learn this way need to see

information in order to process it.

To support a visual learner in my classroom, I would present information in multiple

ways, including graphs, diagrams, graphic organizers, or tables. I would also make sure

directions to any activity are written on the board. Once the students see the directions, they may

be better able to process them as opposed to me only stating them aloud. This is a good strategy

because it benefits not only those students who are visual learners, but all learners.

Conceptual Learning

Conceptual learners learn through taking “concepts” they already know and applying/

transferring them to new information. Students who learn conceptually do not need applications

to understand something. They can understand ideas for what they are more so than how they

apply to life. They contrast with applied learners, who learn through examples.

To support students who learn better when dealing with concepts, I would try to begin

some lessons with a broad question about a given concept I want to cover. This would allow
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students to think about what they already know, which also helps me to uncover their

background knowledge. This brings prior knowledge to the forefront, making this information

more transferable. When students can transfer what they already know to something new, they

are building their conceptual understanding. I would also try to hold more discussions on the

conceptual level in addition to specific examples to better serve these students.

Verbal Learning

Students who learn verbally can struggle to visualize how things work. These learners

can easily express themselves and enjoy doing so.

To support students who learn verbally (linguistically), I would provide many

opportunities for students to express themselves or explain their work through either verbal or

written word. I would also try to incorporate mnemonics to help these students remember

procedural concepts (PEMDAS).

Independent Learners

Independent learners like to “go it alone”. They find it easy to self-motivate and prefer to

study alone. They likely dislike group projects.

In my classroom, I would attempt to give students the occasional option to work alone as

opposed to in a group. While socialization and group problem-solving is an important aspect of

education, giving students a chance to be self-directed allows the independent learners to learn

how they do best and gives the social learners a chance to improve their self-efficacy.

Pragmatic Learners

Pragmatic people tend to be more logical and less innovative. They like systems and

directions.
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While learning through experimentation and discovery can be an important aspect of

mathematics education, it is important for students to also think logically and apply systems in

the correct place. Beyond this, I would give clear, explicit directions for any assignment in order

to serve not only pragmatic learners, but every learner. Students should almost always know

exactly what the teacher is looking for. Since these learners are also interested in application, I

would be sure to explain real-world applications of new concepts I teach.

The Advantage of Knowing Student Learning Preferences

Every student is different, and as a teacher it is impossible to write a lesson plan which

caters to every single person in a given class. By knowing how my students learn best, I can alter

my activities and the structure of some lessons to serve all learners. If I have all linguistic

learners, knowing this information would allow me to cater activities to help them learn best. If I

did not know this information, I could likely make the mistake of having students draw diagrams

to explain problems every day, making the process more frustrating for all parties.

When a student moves to a new school, learning their preferences for learning does many

things. First, this initiative to learn about the student builds a trusting relationship with them.

Additionally, this helps me group a new student with learners who are similar to them. This way,

if I create an activity with different tasks based on learning preferences, I know which one would

best suit this new student.

Conclusion

Learning about my own preferences helps me to better understand myself as a teacher

and student. Knowing the preferences of my students helps me as their teacher provide them with

the best educational experience possible.