L E SS

O
N
2

L EA
R
STY NING
L ES
CHIL OF
DR E
N
 g S ty l es ?
t is Lea r nin
Wha

Learning styles is a term that refers to different

ways in which we learn, process, and retain
information. All young children learn through
meaningful hands-on experiences—through
touching, doing, and moving. And children also
learn through seeing and hearing.
 arning styles
e
Types of l

These are the four

main types of
learning styles:
•Visual
•Auditory
•Tactile
•Kinesthetic
 E A RN E RS
VISUAL L

Visual learners learn through

seeing. Children who are visual
processors tend to observe a
parent’s or teacher’s body
language and facial expressions
for content and learn through
demonstrations and descriptions.
They tend to have well-developed
imaginations and often think in
pictures.
 ARNERS
ORY LE
AUDIT

Auditory learners learn through

listening. Children who are auditory
processors learn through
participating in discussions and
talking things through. Verbal
directions may help clarify
instructions or written information.
Too much noise may be distracting
and children with this strength may
learn best in a quiet environment.
 E L E A R N ERS
TA CTI L

Tactile learners learn

through touch. Children
who are more tactile
prefer activities or
projects that allow them
to use their hands. Your
child may prefer doodling
or drawing to aid
memory.
 ic lear ner s
Kinesthet

Kinesthetic Learners learn

through moving and doing.
Children who are more
kinesthetic learn through
physical sensations and may
have trouble sitting still for long
periods. A hands-on approach
that allows your child to actively
explore her physical world helps
her learn best.
 r m i n e Y our
Y ou Det e
How C a n ty le?
ar n i n g S
Child’s Le

The best way to learn about your child’s learning style is

to observe what he or she is doing. Actions, interests, and
preferences will provide information about how he or she
is processing information.

If your child has developmental delays, you may find that
you often focus on what your child isn’t yet doing.
Instead, try to focus on his strengths and favorite
activities. All children, even the most challenged, have
interests and preferences. Identifying these helps increase
a child’s motivation for learning.
Speak with family members and your child’s team to
develop an inventory of toys, objects, and activities that are
meaningful for your child. Ask yourself questions like these:
 What types of toys does she prefer? Does she prefer quiet
activities or lots of movement?
 Does he like to read books and draw pictures? Does he prefer to be
shown how to do something rather than being told verbally?
 Is she active? Does she like to move and participate in more active
activities?
 Is he drawn to numbers and patterns?
 u p p or t Your
w C a n Y ou S
Ho i n g S t yle?
ar n
Child’s Le

• Parents and teachers have a tremendous influence on

children. Understanding how a child learns can improve
how we teach them. Early childhood programs are often
organized in a way that supports the range of children’s
strengths and needs.

This includes having:

 Adequate periods for movement
 Group circle and music time
 Learning centers in the classroom that include a myriad
of experiences (for example, reading corner, block area,
manipulatives/fine motor area, outdoor play, and art)
 nt el l ig en c es
Multiple I

Multiple intelligences is a theory first posited by Cl i ck

i co n t o
ad d p i
Harvard developmental psychologist Howard ct u re
Gardner in 1983. This theory suggests human
intelligence can be differentiated into the following
modalities:
 visual-spatial
 verbal-linguistic
 musical-rhythmic
 logical-mathematical
 interpersonal
 intrapersonal
 naturalistic and
 bodily-kinesthetic
 Spatial-visual intelligence: Being able to use visual aids
to arrive at a solution. An example of this would be using
a tool like Photoshop to design a new logo for a fictional
client.

 Verbal-linguistic intelligence: Being capable of learning

new languages and understanding how to use language to
achieve goals. An example of this would be analyzing
facts and preparing a speech to deliver in front of a group.
 Logical-mathematical intelligence: Being able to analyze
problems logically and solve abstract problems. An
example of this would be using mathematical concepts to
solve a real-life mortgage scenario.

 Bodily-kinesthetic intelligence: Being capable of using

the entire body and engaging in movement to skillfully
address a challenge. An example would be performing
CPR on a mannequin.
 Musical intelligence: Being able to produce and analyze
pitch, rhythm and sound. An example would be asking
students to produce and edit a podcast episode or write a
song showcasing their learnings from a course.

 Interpersonal intelligence: Being able to detect and

explore the intentions, moods and desires of others. An
example would be preparing a sales pitch with product
discovery questions for a stubborn client.
 Intrapersonal intelligence: Being able to fully
understand oneself and to effectively regulate one’s own
life and emotions. An example would be asking students
to reflect on what their career goals are and what steps
they’re taking to meet their goals.

 Naturalist intelligence: Being able to recognize and

classify the various plant and environmental species in
one’s surroundings. An example would be asking students
to label five different plants using their scientific name
after a trip to a greenhouse.
 g a n d O ther
i n
Story Tell ategies
tr
Cultural S
Story Telling is the social and cultural
activity of sharing stories, often with
improvisation, theatrics, or
embellishment. Stories or narratives have
been shared in every culture as means of
entertainment, education, cultural
preservation and instilling moral values.
The most important advantages of storytelling
may be summarized as follows:

 Stories are motivating and fun and can help develop

positive attitudes towards the foreign language
learning. They can create a desire to continue
learning.

 Stories exercise the imagination. This imaginative

experience helps develop their own creative powers.
Listening to stories in class is a shared social
experience. Reading and writing are often individual
activities; storytelling provokes a shared response of
laughter, sadness, excitement and anticipation which
is not only enjoyable but can help build up child’s
confidence and encourage social and emotional
development.

Children enjoy listening to stories over and over

again. This help children to remember every detail, so
they can gradually learn to anticipate what is about to
happen next in the story.
4 Types of Storytelling
1. Oral Storytelling- One of the oldest storytelling forms
is the spoken word. Oral storytelling is a way for real
people to tell stories from their own lives.

2.Visual Storytelling- This art of storytelling has

evolved even further through the modern mediums of
film and television, which offer an advanced, powerful
way for a good storyteller to tell a compelling story.
3. Written Storytelling- The invention of the printing
press ushered in an era of mass communication, in
which different forms of story types from fairytale to
newspapers to novels reached global audiences and
altered the history of storytelling forever.

4. Digital Storytelling- Technology is a powerful tool

that has transformed the way we tells stories. The
rise of television, film, and radio has givin great
storytellers a wider platform than ever and has, in
turn, lead to the rise of new and innovative
storytelling techniques.
 S tra te gy
C ul tur a l
Culture is the foundation of education, sustainable
development, and governance in cultured based
education. Culture provides perspective,
methodology, principle, assessment, framework,
and evaluation upon which abilities, skills, and
knowledge regarding a person and the world are
disseminated. It is the teaching strategy and a
philosophyof education where student learning is
grounded on the unique values, norms, cultural
beliefs, knowledge, practices, heritage, language,
experiences of the community.
What is Cultural Responsive Teaching?

- Culturally responsive teaching is a student-

centered approach to education. It is based on
the idea that every student brings unique cultural
strengths to the classroom. Recognizing and
nurturing those strengths not only encourages
success but also promotes an open-minded,
supportive environment that celebrates cultural
differences.
The following practices provide five essential
strategies for how educators can make their
learning environments are more culturally
responsive.

1.Know your students

2.Be aware of your own personal biases
3.Transform your pedagogy and biases
4.Respect and reinforce student culture
5.Involve family and community
 Than
k Yo
u!
Click icon to add picture
TO G
OD B
GLO R E THE
Y!