Page 27 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 01 11/20/02 11:26 AM Page 16
16 The Creative Training Idea Book
ignore the learning needs of a portion of your learners and ultimately cause a breakdown
in their learning cycle. To prevent this from occurring, and to determine your preferred
learning style(s), complete Figure 1-4. Before doing so, you may even want to first make
blank copies of the survey to give to your learners later. This can help identify what they
prefer and ensure that you are building training that is truly effective and that learners
will accept.

Learning Modalities in Action

There are many strategies available to address participant learning modalities once they
have been identified. To help decide what approaches to take in delivering information,
use the following indicators to help identify the learning styles of your participants.
Look for clusters of signals (several combined) rather than just taking one indicator as
being definitive of style preference. Also, keep in mind that each learner brings a unique
combination of experiences, needs, and learning modality preferences to the activity;
therefore, these are simply common indicators and should not be taken as absolutes. It
is always better to ask participants for their input or needs rather than to assume what
these are.

Auditory Learners
Easily distracted by people and things around them as well as by actions being processed
in their minds.
Often talk to themselves when reviewing information, problem solving, or making de-
cisions.

Often read out loud (their lips move).
Gain the most value from information gathered in verbal lectures or presentations,
small group discussions, and in listening to audiotapes or others.
Extract emotional meaning and intent from vocal nuances, such as rate of speech (words
spoken per minute), inflection or pitch (high/low), voice tone, volume (loudness/
softness), voice quality (pleasant/unpleasant), and articulation or enunciation of
words (clearly pronouncing words without cutting off endings or slurring).

Often able to recall conversations, jokes, and stories and to attribute them to the right
person.
Typically benefit from learning activities involving verbal interaction. Math, spelling,
and writing may be difficult.
Can sometimes be identified by their verbal statements:
I hear what you are saying.
It sounds to me as if . . .
What you are saying is music to my ears.