SHARE Papers: What Can You Give to Help Me Understand my Child's Learning Style?

Understanding your child's way of learning will help you choose curricula and activities that will increase the likelihood that he or she can remember better what you are teaching.  This doesn't mean that we have to "construct our entire curriculum around these learning styles...Use learning styles as a tool to help you tune into your child's needs and choose methods and materials that help in troublesome areas."  (Cathy Duffy, "100 Top Picks for Homeschool Curriculum" pg. 46)  The following pages describe one popular scheme for understanding and categorizing the learning styles.

 

Perfect Paul and Paula

Perfect Paul and Paula are conscientious children who like to see that everything is done correctly.  They prefer things to be clearly structured, planned and organized.  Perfect Pauls and Paulas seldom act spontaneously and are uncomfortable with creative activities that lack specific guidelines.  They follow rules and respect authority.  They like to follow a typical school curriculum and feel that they are accomplishing the same things as other children their age.  They need clarification and detailed instruction.  They prefer to be part of groups and need approval and affirmation to let them know that they are doing what is proper.  Perfect Pauls and Paulas find security in following a model and being sure they are “doing it right.”  They respond well to tangible rewards, schedules and checklists.

Prefer:

  1. workbooks
  2. consistent structure
  3. routine
  4. lecture following an outline
  5. repetition and memorization
  6. drill and review
  7. time to prepare for any discussion
  8. paper and pencil tasks

Motivation:

  1. happy faces, stickers and stars, grades

Subject preferences:

  1. math, spelling, history, geography

Math:

  1. prefers workbooks and programmed math drill
  2. needs help to apply arithmetic to word problems that require imaginative thinking

Reading:

  1. prefers phonics, word lists, oral reading if they are prepared
  2. needs help to read from context and read beyond the literal meaning

Language:

  1. prefers handwriting drills, worksheets, expository writing, well spelled-out assignments
  2. needs help to write creatively

History/Geography/Social Studies

  1. prefers names and dates rather than issues and motivations, tracing and filling in maps, written work rather than discussion
  2. needs encouragement to read biographies, historical fiction, and novels that give life to these subjects

Science:

  1. prefers science notebooks; collections (leaves, rocks, etc.); learning from books rather than activities; biology, botany, physiology (sciences that are less speculative)
  2. needs encouragement to form hypotheses and do experiments

Fine Arts:

  1. prefers drawing with clear directions to follow, photography, craft projects
  2. music – note reading
  3. needs encouragement to draw on his own creativity

Do Not Like:

  1. creative activities such as role playing, dramatization, imaginative writing
  2. changes in a planned schedule
  3. constant changes in the curriculum

Need Help Developing:

  1. creativity
  2. thinking skills that stretch beyond the obvious

Thrive on:

  1. Organization, routine, tangible rewards, schedules and literal language

Stressed by:

  1. too much to do
  2. not knowing where to begin
  3. no clean, quiet place to work
  4. vague expectations
  5. vague directions
  6. lack of example

TableLessen stress by

  1. giving specific time and space for quiet, uninterrupted work
  2. asking what you can do to help
  3. giving concrete examples of what you want
  4. practicing “what if” scenarios to prepare for the unexpected

 

Adapted from Christian Home Educators’ Curriculum Manual, written by Cathy Duffy.  Used by permission.
Check out Cathy’s, “100 Top Picks for Homeschool Curriculum”

 

Competent Carl and Carla

 

Competent Carl and Carla like to be in control of self and surroundings.  They tend to be analytical, constantly trying to understand, explain, and predict.  Problem solving is something they enjoy.  Competent Carl and Carla are self-motivated and enjoy long-term, independent projects.  They value wisdom and intelligence.  On the other hand, social skills tend to be a weak area.  Often they have difficulty understanding and relating to their peers and may appear quiet and withdrawn.  Because of this, and sometimes simply by choice, they enjoy solitary activity without pressure.  They are systematic and deliberate and may appear slow.  They need time to complete tasks.  Competent Carl and Carla do not like to share emotions.

Prefer:

  1. talking rather than listening
  2. logically organized lessons
  3. clear sense of purpose for lessons
  4. long-term projects
  5. independent work
  6. problem solving
  7. debate
  8. brainstorming

Subject preferences:

  1. math, science

Motivation:

  1. self-designed contracts, free time, money

Math:

  1. math principles and theory, real-life problems, math puzzles, computer

Reading:

  1. prefers reading in subject areas of interest, phonics, mystery stories, studying different styles of writing (older students)
  2. needs encouragement to read outside his areas of interest

Language:

  1. prefers technical writing, grammar, diagramming, structure of language word origins and roots
  2. needs help to write creatively

History/Geography/Social Studies

  1. prefers patterns in history, relationship of more technical subjects to history, laws and principles, relationship of technology to history, “What if...?” questions
  2. needs help to develop a feeling for the “people” of history and social studies, perhaps by reading biographies

Science:

  1. prefers laws and principles of science, solving complex problems, experiments, devising his own experiments, chemistry and physics

Fine Arts:

  1. prefers composition and perspective aspects of art, print making, architecture
  2. music – structure of music, composition
  3. needs encouragement to develop art appreciation

Do Not Like:

  1. listening to peer group discussion
  2. wasting time on excessive written work or previously mastered material
  3. repetition

Need Help Developing:

  1. social skills
  2. non-technical creativity

Thrive on:

  1. organization
  2. logical outcomes
  3. time to work
  4. credible sources of information
  5. opportunities for analysis
  6. appreciation for their input

TableStressed by:

  1. being rushed
  2. unreasonable deadlines
  3. unanswered questions
  4. being asked to express emotions or feelings

Lessen stress by

  1. providing additional time for tasks
  2. giving space and quiet time to work
  3. putting assignments in writing
  4. appreciating less emotional aspects of a situation

Adapted from Christian Home Educators’ Curriculum Manual, written by Cathy Duffy.  Used by permission
Check out Cathy’s, “100 Top Picks for Homeschool Curriculum”
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Sociable Sue and Sam

Sociable Sue and Sam often have warm, responsive personalities.  They are interested in people, ideas, principles, and values.  Because of this they tend to look for meaning and significance in things. Concepts are more interesting to them than details and technicalities.  They can be very excited about a new project or assignment, but they easily lose “steam” once the novelty has worn off.  They like to be known, recognized, and acknowledged, and because of this they want to please people.  They are vulnerable to conflict and criticism.  They dislike competition, preferring cooperation so that others’ feelings are not hurt.  They are thoughtful and sensitive and don’t work well in conflict situations.  They rarely pursue knowledge purely for the love of learning but can succeed if given strong personal commitment to what they’re asked to learn.

Prefer:

  1. small group discussion
  2. social interaction
  3. enthusiastic presentation
  4. creative writing
  5. role playing
  6. situations where she is personally recognized and valued
  7. (needs but does not necessarily enjoy) repetition for detail
  8. lectures with personal comments and illustrations
  9. arts and crafts
  10. independent work with oversight

Motivation:

  1. personal affirmation and recognition

Subject preferences:

  1. writing, literature, languages, social studies, performing and fine arts

Math:

  1. prefers background of math discoveries, people in relationship to math, number symbolism in the Bible, hands-on math that involves group interaction
  2. needs encouragement to do drill and repetition

Reading:

  1. prefers stories about people or moral values, fables and parables, themes in literature (older students)
  2. needs encouragement to read technical textbooks such as science

Language:

  1. prefers poetry, plays, writing about ethical questions, creative and speculative writing

History/Geography/Social Studies

  1. prefers historical novels, biographies, learning about people, their character, and their effect in history, God’s plan in history
  2. needs encouragement to learn necessary details

Science:

  1. prefers learning about scientists and their discoveries and how these affect people, experiments done with a group
  2. needs encouragement to pay attention to detail

Fine Arts:

  1. prefers figure drawing and painting, art history, illustrating stories, psychological effects of color, interior design
  2. music – choir or band, social music

Do Not Like:

  1. (boring) drill
  2. too much workbook activity
  3. competition
  4. being ignored

Need Help Developing:

  1. attention to detail
  2. perseverance and follow-through

Thrive on:

  1. frequent honest praise
  2. reassurance of love and worth
  3. working together
  4. using creativity and imagination
  5. acceptance of personal feelings and emotions

TableStressed by:

  1. having to justify feelings
  2. competing individually
  3. not feeling liked or appreciated
  4. pressure by loved ones to be more sequential

Lessen stress by:

  1. being allowed to work with someone else
  2. noticing good things without pointing out the bad
  3. reassurance of love and value
  4. just listening without offering advice

Adapted from Christian Home Educators’ Curriculum Manual, written by Cathy Duffy.  Used by permission
Check out Cathy’s, “100 Top Picks for Homeschool Curriculum”

Wiggly Willy and Wanda

Wiggly Willy and Wanda are children who learn best by doing, the hands-on learners.  These children are usually not interested in deep thinking or analysis.  They like to be free to act spontaneously, without restraint, and dislike planning and organizing. However, they often do very well with hands-on projects.  These are carefree children who live for the moment. They have short attention spans (unless doing a task of their choosing), are difficult to motivate, and can be disruptive in groups.  Sometimes these children are labeled as having attention deficit disorder, although the real problem is that, because of their age and temperament, they really need to be moving around more than is allowed in a typical classroom.  Therefore, they may dislike school.  They are full of energy, curiosity, and ideas.  They want control over their own lives and may resist ultimatums.  They need input in the rule-making process.  Wiggly Willy and Wanda may exasperate parents but want them to be in authority.

Prefer:

  1. a variety in methods
  2. audio-visual aids
  3. short, dynamic presentations
  4. construction activity
  5. games and competition
  6. hands-on activity
  7. freedom to act
  8. hands-on, physical involvement
  9. independent work (with oversight)
  10. full control of his own project (with supervision)

Motivation:

  1. prizes, special trips, play time, food

Subject Preferences:

  1. music, arts, athletics, drama, mechanics

Math:

  1. prefers math games, short, varied tasks, practical application, reward system, manipulatives
  2. needs help to do pencil and paper work, develop longer attention span, do long word problems

Reading:

  1. prefers reading from context, reading exciting or humorous stories
  2. needs help to concentrate on phonetic rules, analyze stories, read non-fiction

Language:

  1. prefers creative writing rather than expository, more oral than written work
  2. needs encouragement to tackle reports and research-related writing

History/Geography/Social Studies:

  1. prefers heroes and adventures, wars in history, action stories, dress-up, acting, travel, map making (three dimensional), making dioramas or projects if not too complicated
  2. needs help to tied together events, people and places, understand the relevancy of history to us today

Science:

  1. prefers short, hands-on experiments, outdoor activity, active field trips, life science, wildlife studies
  2. needs help to work with scientific data and to work on longer-term projects

Fine Arts:

  1. prefers varied, short projects, different media, constructions (i.e. cardboard buildings), drama or dance
  2. music – play by ear, singing

Do Not Like:

  1. long range goal setting
  2. complicated projects
  3. planning
  4. paper and pencil tasks
  5. workbooks

Need Help Developing:

  1. study habits
  2. self-discipline to persevere

Thrive on:

  1. independence
  2. compelling reasons
  3. freedom to choose
  4. guidelines rather than rules
  5. opportunities for creative alternatives

TableStressed by:

  1. excessive restrictions and limitations
  2. forced schedules or routines
  3. not being appreciated as a unique individual
  4. not being given credit for knowing the right thing to do

Lessen stress by:

  1. lightening up without letting up
  2. backing off – not forcing issues
  3. helping the child learn what inspires him
  4. encouraging several ways to reach a goal
  5. conveying love and acceptance – whatever

Adapted from Christian Home Educators’ Curriculum Manual, written by Cathy Duffy.  Used by permission.
Check out Cathy’s, “100 Top Picks for Homeschool Curriculum”