Auditory Learning Style

Categories: Communication Different Learning Styles Education Learning My Learning Style

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Individual differences establish the well-acknowledged concept of the variety of learning styles exhibited by learners. This means that learners are likely to learn differently according to their fortes and preferences. The ability to learn by using one’s auditory capabilities is one learning styles. Students who are more likely to learn through auditory learning styles focus on the things that they hear. Information that they obtain through auditory sounds is more likely to register within their minds, allowing the retention of the information, thus, reinforcing the learning process.

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Other learning styles include bodily-kinesthetic, visual, social, and such. With this in mind, teachers should be able to realize the need to accommodate these individual differences regarding learning styles in order to teach purposefully and efficiently, realizing the goals and objectives of learning. However, accomplishing this particular motive is not an easy task since teachers themselves have their own learning styles. It becomes a difficult challenge for teachers to accommodate all learning styles when they themselves are inclined to learn by a singular means.

For the remainder of this text, the strategies and techniques on how to facilitate the different learning styles exhibited by the students considering I myself display an auditory learning style will be discussed. Since the issue concerns me as a teacher, I believe that the changes or modifications should start from me. Primarily, I should not even consider or dwell on my learning style as it will only contribute to the difficulties of trying to get over the challenges of overlooking all the varied learning styles.

The task at hand should focus on understanding the structures and dimensions of each learning style. In this way, I will be able to obtain comprehensive knowledge on how students with unique learning styles are able to learn and from this kind of information, design the teaching-learning or instructional process in order to facilitate the various learning styles. However, the first thing that I should do is to conduct a survey or to observe how my students learn in order to identify the kind of dynamic styles that exist within the learning situation.

Perhaps, exhibiting auditory learning style myself would be able to help in achieving my purpose of accommodating the various learning styles of my students. Surveying or understanding their learning needs may be implemented through recitation. This is so, because my own personal learning style permits me to learn most efficiently by hearing, and conducting a recitation to understand their motivations and preferences during the learning process will greatly assist my in my considerations of what they need during the teaching-learning process.

In addition, during the learning process, it would help to listen to the students in order to pick up some hidden concerns or complaints that I should be considering in designing the teaching-learning interaction. Responding to the acquisition of knowledge on the variety of learning styles is another challenge that I should be able to conquer. For instance, each lesson or course presented to the learners should be able to incorporate all strategies or techniques that are common to the various learning styles in order to accommodate all the students.

For instance, an entire lesson should utilize music for auditory learning styles, iconic materials such as pictures and videos for visual learning styles, practical activities such as demonstrations, role-playing, dramatizations, and such for bodily-kinesthetic learning styles, groupings and social interaction for the extroverted learners, individual work sheets and activities for the introverted learners, etc. The most important thing to consider is to incorporate the requirements or necessities of each learning style, particularly on the instructional materials that are being utilized to facilitate the learning process.