|I have an easier time learning through seeing than hearing. Pictures,
diagrams, and models are more effective than listening to an explanation. A sketch of the steps of a geometric proof are more helpful than an explanation of the reasoning behind it.
If I know a student is a Visual Learner, I will know to use more pictures
and diagrams, as opposed to spoken explanations. I can best play to their strengths by preparing more tests and activities with relevant diagrams. For a question asking for the formula for the area of a regular polygon, I would include pictures for a square, pentagon, and hexagon. -Conceptual |I prefer language and ideas to real world applications. Learning the formula for projectile trajectory teaches me more of the science behind it than seeing a cannon shot from a cannonball.
If I know a student is a Conceptual Learner, I will arrange for more
reading/solving homework, and fewer experiments. I can best cater to these students by sticking to the ideas of the math, and not going into how this is used in the real world. Especially for an ELL student, this information may be misconstrued as something they need to learn, as opposed to something they can find out or apply once they have the skills. -Spatial
|I can easily mentally picture and position things in a relative space in
my mind. Creating a diagram is easier for me than describing it.
If I know a student is a Spatial Learner, I can give them geometric
representations of the math work. When teaching calculus, I can explain derivatives as slopes of lines across shifting functions, or in geometry when explaining formulas for 3d shapes like cylinders, I can describe them as stretches of simpler 2d shapes. -Independent |I prefer working alone. When doing group work, I have an easier time when the work is divided, rather than when expected to cooperate. I prefer specialization to generalization in a job.
If I know a student is an Independent Learner, I will limit the amount of
group work in the class.
When necessary I will prepare group work that innately implies
delegation of tasks as opposed to letting the group argue over how to break up the larger problems. -Pragmatic
|I am practical, logical, and systematic. I prefer having directions laid
out to trying to develop my own solutions, especially when there is only one solution/there is an optimal solution. I am risk-averse.
If I know a student is a Pragmatic Learner, I will favor more modular
problems focusing on each step. For a lesson on how to find the volume of a pyramid, I will start off with a refresher on the area of 2d shapes, then explain how to find the volume of prisms which are the same 2d shape stacked on each other many times and finish with how the pyramid is essentially a stacking of progressively smaller, similar shapes.