COOPERATIVE EXTENSION SERVICE • UNIVERSITY OF KENTUCKY COLLEGE OF AGRICULTURE, LEXINGTON, KY, 40546

CLD1-2

People Learn with a Purpose

Understanding Learning Styles
Janet H. Johnson, Allen County Extension–Family and Consumer Sciences

P eople are motivated to learn for different

purposes. They may see that a better
understanding of facts will help them make
themselves first and foremost, regardless
of how much they need or want to learn.
Our culture and physical environment
better decisions for reaching a set goal. also affect our motivation to learn. We
Some may just love the fun or social aspect adopt our beliefs about learning from fam-
of the learning process or group activity ily, friends and communities. Our learning
and find the content less important. Others choices are distinctly related to gender and
I am always
may not really have a learning goal but have age expectations, family roles, and cultural ready to learn,
a strong interest in increasing knowledge traditions. For example, if a young person’s although I do
though the content discussed. Regardless family does not feel that it is a woman’s not always like
of the purpose, you must maintain interest “place” to speak up in a group, his or her
and feel engaged for your learning to be beliefs regarding certain group learning being taught.
successful. Understanding why and how experiences may be impacted in a negative —Winston Churchill
you—or your learners, if you are leading a way. Social beliefs may strongly influence
group—learn best is the key to a positive how individuals react to selected learning
learning experience. activities and whether they experience
positive emotions for successful learning.
Learning Is Emotional
Learning may be based on need, but the Personal Learning Styles
motivation to learn is governed by emo- The positive emotions that motivate
tions. With each learning action, we can learning are directly related to personal
experience joy, frustration, anger, defeat learning styles. All learners, as well as
or boredom. These feelings influence us to those facilitating learning situ-
either continue or stop the learning process. ations, need to understand
For example, a student with a speech prob- that individuals process
lem may experience embarrassment and a information in different
feeling of failure when asked to read aloud ways to find meaning.
in a group class and may stop coming to When learning activi-
events. The same group events may engen- ties are designed to fit our
der enthusiasm and joy in a strong reader preferred learning styles, we
who enjoys the interaction of the group. will react positively and feel
People will seek to emotionally preserve successful.

Learning may be based on need, but the

motivation to learn is governed by emotions.
Agriculture and Natural Resources • Family and Consumer Sciences • 4-H Youth Development • Community and Economic Development
EXTENSION
 Following are examples of common Enhancing Meaning in
learning styles. Which relate best and ap- Learning Activities
peal the most to you? Why are you often bored in a learning
• Auditory/musical—You prefer using environment? Have you ever found yourself
sound and music. Auditory learn- leading a training situation for seemingly
ers process information for meaning apathetic listeners with bored stares? We
through sounds and will say, “Tell me, learn when we are interested in (engaged
let me listen to what you mean.” with) the information and find possible
• Logical/mathematical—You prefer meaning that indicates that the informa-
using logic, reasoning and systems. tion can be useful in our lives. Focusing and
Logical learners process information sustaining interest is critical to a successful
using numbers, data and problem solv- learning situation. Effective presenters use
ing with specific reasoning and detailed movement among learners during instruc-
processes and will say, “Let me use the tion, as well as gestures, smiles and body
data to show what I mean.” animation to show energy and friendliness.
• Physical/kinesthetic—You prefer Good presenters also design learning activi-
using your body, hands and sense of ties that will help learners think and con-
touch. Physical learners process infor- nect what they already know to new content
mation for meaning through touch and for new meaning. Here are some preferred
actual use of content with interactive activities and ways to assess learning for
demonstrations and will say, “Let me selected learning styles:
try this to show what I mean.” • Auditory/musical—To reach an audi-
• Social/interpersonal—You prefer to tory learner, lecture, discuss instruc-
learn in groups or with other people. tions and musical performances to
Social learners love to talk and work make points; ask them to create an
with others for best learning and ac- expressive song, use music videos,
complishment and will say, “Let’s meet songs/lyrics with CDs, online video,
face-to-face and brainstorm solutions.” radio, television to express ideas.
• Solitary /intrapersonal—You prefer to • Logical/mathematical—To reach a
work alone and use self-study. Solitary logical learner, use problem-solving
learners love to silently think about situations involving formulas and equa-
what they are learning and process for tions; ask for the development of flow
meaning alone and will say, “Let me charts, cost benefit analysis, timelines,
think about this and get back to you logic models, word puzzles, recipes,
with ideas.” numbers and measurements.
• Verbal/linguistic—You prefer using • Physical/kinesthetic—To reach a
words, both in speech and writing. physical learner, use high touch and
Verbal learners process information movement found in physical “hands-
for meaning through language, either on” or movement activities such as
talking or writing with words and will dance, arts and crafts, building proj-
say, “Let me tell you what I’ve learned.” ects, role play, active games, scavenger
• Visual/spatial—You prefer using hunts, foods tasting, experiments; ask
pictures, images and spatial under- them to create arts and crafts projects,
standing. Visual learners process infor- conduct puppet shows, go on scavenger
mation for meaning with illustrations hunts, create role play, use games for
and diagrams and will say, “Show me demonstrations.
what you mean.”

2
We learn when we are interested in (engaged with) the
information and find possible meaning that indicates
that the information can be useful in our lives.

• Social/interpersonal—To reach a Summary

social learner, plan teamwork projects, People learn with a purpose! Those
group activities, interviews, commit- purposes are enhanced when learning
tee assignments, and include social takes place in an environment that brings
aspects and relationship building op- out positive emotions and joy in learning.
portunities with learning situations Designing learning activities with dif-
such as service projects; ask learners ferent learning styles in mind creates an
to do group presentations, develop a atmosphere in which participants react
community project. positively and feel successful while acquir-
• Solitary/intrapersonal—To reach a ing knowledge to improve the quality of
solitary learner, plan internet research their lives.
and other technology activities such
as electronic discussions, personal References
writing projects, blogs, reading assign- Gardner, H. (2006). Multiple intelligences:
ments and personal interpretations New horizons. New York: Basic Books.
such as artwork. Ask learners to keep Learning-styles-online.com (2010).
a reflective journal, create personal Overview of learning styles. Retrieved June
philosophy, and explain hunches. 2, 2010 from: http://www.learning-styles-
• Verbal/linguistic—To reach a verbal online.com/overview/.
learner, hold group discussions, use Quote Garden. (2010). Learning quotes
personal demonstrations; ask for and sayings. Retrieved September 14, 2010
speeches, debates, essays, telling or from: http://www.quotegarden.com/learn-
writing poetry and stories, papers, jour- ing.html.
naling and other writing experiences. Woldkowski, R. J. (2008). Enhancing
• Visual/spatial—To reach a visual adult motivation to learn: A comprehensive
learner, show PowerPoint slides, hold guide for teaching all adults (3rd ed). San
up a picture, conduct a demonstration, Francisco: Jossey-Bass.
or use a graph to make a point; ask
for creation of posters, photo albums,
scrapbooks, charts, or scale models.

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Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, M. Scott Smith, Director, Land Grant Programs, University of Kentucky College of Agriculture, Lexington, and
Kentucky State University, Frankfort. Copyright © 2010 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educa-
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Issued 12-2010