Grace Dabulas

Learning Styles
Part One
1. B
2. A
3. B
4. B
5. B
6. B
7. B
Part 2
8. A
9. A
10. A
11. A
12. B
13. B
14. B
Part 3
15. B
16. B
17. A
18. A
19. B
20. B
21. A
Part 4
22. B
23. B
24. B
25. B
26. B
27. B
28. B
Part 5
29. A
30. A
31. B
32. A
33. A
34. A
35. B
Part One:

For part one I found out I am more of a visual learner. It would be more effective to

learn with visual aid rather then learning auditorily. Visual learning would include studying

from pictures, diagrams, graphs, and readings. For example, visual learners are more likely to

understand the directions if they are written out for them rather than explained auditorily.

Understanding that an ELL student’s learning style is visual is crucial in their success within the

classroom. Especially in the early stages, making the ELL students' as comfortable in the

classroom will help them become comfortable in the classroom allowing for learning to occur. If

I were teaching a lesson about the water, I would print out physical copies of the diagrams and

picture examples of the water cycle for all the students'. This was even if they are auditorily

learners they have another reinforcement of the lesson. For the ELL students' they have visual

aids to help follow along in the auditory conversation.

Part 2:

Applied learning involves the use of real-life examples and situations to teach a lesson. A

student who prefers applied learning still could require conceptual learning for a basis but the

real-life example will be crucial for full understanding of the concept. An ELL learner may

follow a conceptual lesson but need the applied examples to fully understand the concept.

Conversely, introducing a concept with a real situation or object before the lesson would allow

applied learners in the class to relate the lesson back to that situation or object showed earlier in

the lesson. Especially for ELL learners if they grew up with a different cultural background then

the other students' it would be an advantage to use examples they would relate too. Applied
learners may also be curious about different examples and compare their similarities and

differences to understand a concept.

Part 3:

For part 3 my responses were split down the middle between spatial and verbal learning.

Which is possible for students' in each category of learning styles and nothing is black and white

for everyone’s learning style. Spatial learning relates to students' ability to mentally visualize

how concepts working. Spatial learners would likely understand an equation by studying

examples rather than hearing someone walk through the problem. Verbal learners prefer

someone explaining the problem as they usually have trouble with visualizing things in space.

ELL learners who prefer verbal learning would want to be involved in discussions about topics

rather than just reading and answering questions about it. Discussions between the class as well

as small groups can benefit ELL learners because a peer might word a answer differently then

the teacher giving the ELL learner more opportunities to relate to and grasp.

Part 4:

Independent learners prefer to work alone, usually they are self-directed and self-

motivated. I think this is very important to understand about all you students' but especially ELL

learners. This is because if an ELL prefers to work at their own pace, alone, then trying to limit

the amount of group projects will allow them to feel more comfortable in the classroom. A

teacher could also give the class the option to work allowing independent learners to choose

between group work and independent work. Students' who prefer independent learning may be

more quiet and less likely to ask questions. When possible, teachers should identify the student
as an independent learner and check in with their understanding individually. While group work

is very good for cognitive development as well as social experience, allowing students to

succeed independently is just as important.

Part 5:

A creative learner might prefer independent discovery and experimentation when given a

prompt. They also are imaginative and usually not afraid to trust their gut, meaning creative

learners may question instruction or information rather than just accepting it. In addition,

creative leaners could complete a task or at least try to if all the necessary materials are not

present. Understanding a student is a creative learner could result in the teacher giving the

student more creative freedom in the lessons. This could result in a student failing at a task but

allowing them time and space to figure out what they did wrong on their own, rather than just

telling them the correct way. This could also result in the student completing a task in a different

way than expected which in most cases is perfectly fine. Each students' brain works in different

ways and understanding that students are going to find conclusions in different ways will allow

students to excel at their own pace. ELL learners who are more creative learners then pragmatic

learners can use their personal prior knowledge to come to a conclusion. Just because their

discovery tactics are different does not mean they are always wrong, teachers should be open to

change.