Learning Preferences: How People Take In Information

In chapter 2 you were introduced to the three main learning preferences: visual, auditory, and kinesthetic. If facilitators do an excellent job of meeting the needs of their kinesthetic (hands-on), visual, and auditory learners, they can dramatically increase learning. Although varied learning preferences are always accommodated in a good course design, the facilitator can improve the chances of learning by also tailoring facilitation methods to the learning preferences of the specific group of participants.

Noted

Research has shown that about 36 percent of people are kinesthetic learners, 34 percent are auditory learners, and 29 percent are visual learners (Rose, 1987).

Visual Learning Preference

Visual learners take in and process information through what they see. They learn best from printed information, pictures, graphics, and the like. Incorporating some of the following in your delivery accommodates the visual learner’s preferences:

• overhead transparencies

• flipcharts

• wallboards

• demonstrations

• diagrams, charts, and drawings

• participant materials such as manuals, reference material, prework reading assignments, and workbooks

• interactive computer simulations

• videos.

Auditory Learning Preference

Auditory learners take in and process information that is heard, including words, alliteration, and songs. To aid the learner with an auditory preference, you can incorporate

• presentations and lectures

• facilitative discussions

• demonstrations

• group projects and activities with feedback

• verbal instructions

• audiovisuals

• songs

• background instrumental music

• panel discussions

• question-and-answer sessions

• rhymes, chants, and poetry.

Kinesthetic Learning Preference

Kinesthetic, or physical, learners take in and process information through physical experiences. They like direct involvement and learning. The kinesthetic learning preference directly relates to hands-on training and skill building. Some things you can do include the following:

• hands-on practice

• role plays

• behavior modeling

• structured note taking (learners fill in blanks on handouts)

• simulations

• individual and group activities and projects

• having learners develop their own materials, such as drawings, flipcharts, and posters

• interactive computer simulations.

Noted

The next time you see a learner who is doodling on his or her materials, think twice before assuming that this learner is bored. Kinesthetic learners doodle during lectures and other activities that provide little or no physical experience. They help themselves physically interact with the content by doodling and thereby keep themselves engaged in the learning.

Learning Preferences and the Facilitator

The more adults see, hear, say, and do, the greater the learning and retention. Therefore, facilitators need to use a variety of instructional strategies and media to address learner preferences.

For example, although you still need to do some presenting, facilitated discussion allows others to voice their views and experiences (auditory learning preference). This approach also provides variety in presentation of content. Instructional strategies, such as simulations, group activities, demonstrations, practice, and role plays, provide learners with the opportunity to not only experience the content in a variety of ways, but also to meet the learning preferences of the participants. For the kinesthetic learner, it is important that lessons learned from these activities are reinforced and applied to job situations. When you use multiple forms of media, you meet the needs of the visual learner. When learners work and discuss together, you are providing an auditory experience. Your challenge is to incorporate as many of these options simultaneously in the facilitation of learning as possible.

Table 3–1 provides a way for you to select learning activities according to how participants take in information, that is, their learning preferences.

Table 3–1: Aligning learning activities and media with learning preferences.

Kinesthetic	Auditory	Visual
Supervised practice on the job	Lectures	Diagrams
Simulations	Discussions	Charts and graphs
Paper-and-pencil tests	Demonstrations	Graphics
Physical analogies	Brainstorming	Color
Note taking	Question-and-answer sessions	Training manuals
Flowcharting	Songs and lyrics	Reading
Case histories	Music	Handouts
Group projects	Coaching	Flowcharts
Role playing	Rhymes	Flipcharts
Physical demonstrations	Acronyms	Wallboards/posters
Hands-on activities	Metaphors	Whiteboards
Building things	Definitions	Reference materials
Puzzles	Small group work	Lists of parts or definitions
Charades	Panel discussions	Films/videos
Writing on flipcharts or wallboards	Group or individual presentations	Slides Maps
Whiteboards	Group projects	Observation
Tools	Films	Demonstrations
Props	Audiovisual	Posters and art
Toys	“War stories”	Slides and photos
Job aids	Interactive computer simulations	PowerPoint presentations
Interactive computer simulations		Interactive computer simulations
Reprinted with permission from Performance Advantage Group, 2003.

Basic Rule 3

Use multiple forms of media and learning strategies to support learners’ taking in of content.