SENSORY MODALITIES

VISUAL VERBAL

I use written texts and documents.

I give written instructions.

I allow students time to take notes or summarise information in writing.

I ask students to make or complete cards, tables, etc.

VISUAL NON VERBAL

I use visual aids (e.g. blackboard, illustrations, charts, graphs, concept maps, outlines, graphic organisers).

I use video recordings.

I give concrete examples to help students visualize new concepts.

I ask students to make posters, cartoons, etc.

AUDITORY

I use oral explanations and ask students to repeat or paraphrase.

I use audio recordings.

I give oral instructions.

I help students explore and develop information through class discussions.

KINESTHETIC

I emphasise and clarify ideas through gesture, facial expression and dramatisation.

I engage students in active learning and direct experience and experimentation.

I use tasks which imply physical movement.

I use project work.

GLOBAL VS ANALYTIC ORIENTATION

GLOBAL

I activate students’ background knowledge and build in context before presenting new concepts.

I set the context for a new topic with "open", rather general questions.

I ask students to focus on similarities and analogies.

I try to make students recall personal experiences and stimulate their reactions.

I encourage students to transfer their knowledge and skills across disciplines.

ANALYTIC

I approach a topic in a careful, graded, "step by step" manner.

I ask students to make an in-depth study of an item which reflects a more general problem.

I ask students to focus on contrasts and differences.

I encourage students to consider facts and give objective judgements.

I ask students to examine logical cause/effects relationships.

REFLECTIVE VS IMPULSIVE - DEGREE OF STRUCTURE

REFLECTIVE

I propose a structured project or study plan.

I make explicit the goal of each step of an activity.

I use textbooks in a systematic way, following them as closely as possible.

I test students regularly on small portions of subject matter.

I delay students’ response so that they can elaborate the new information in personal ways.

I ask students to collect all necessary information before starting work on a task.

I ask students to work for a considerable period of time on the same objective and with the same materials or method.

IMPULSIVE

I propose a global project or study plan and let students free to organise the steps or details.

I let students discover and discuss the goals of an activity after they have finished it.

I let students use a variety of resources in addition to textbooks.

I use tests which focus on global results.

I ask students to do an exercise just after an explanation in order to help them structure the basic elements of the information.

I get students to start working right away and look for any necessary information while they are doing the task.

I get students to work in short sessions with a variety of methods, materials or objectives.

INDIVIDUAL VS GROUP ORIENTATION

INDIVIDUAL

I provide individualised assistance when appropriate.

I allow students time for personal reflection and elaboration.

I let students use individual worksheets, handouts, etc.

GROUP

I use pair- and small group-work.

I involve students in class discussions to elicit different viewpoints.

I encourage students to negotiate and cooperate with me and their classmates.

Always or nearly always

Often

Some times

Rarely or never

www.learningpaths.cjb.net    by Luciano Mariani, Milan, Italy    luciano.mariani@iol.it