Learning Styles

LEFT BRAIN DOMINANT LEARNER

Traits of the Analytical Thinker:

• Tend toward the linear, step-wise processes of learning.
• Tend to see finite elements (details) of patterns rather than the whole; they are the tree seers rather than forest seers
• Tend to be more comfortable in a world of details and structured information.
• Make decisions based on logic, facts and common sense.
• Like to work in an organized environment.
• Like to do one thing at a time.
• Learn best when information is presented sequentially (step-by-step).
• Speak with few gestures.
• Prefer quiet, well-lit, formal environmental design.
• Have a strong need to complete the task they are working on.
• Respond well to words and numbers.
• Need visual reinforcement.
• Tend to give directions and underline or highlight important information.
• Give details in their feedback.
• Are said to have left-brain dominance (Roger Sperry).

Will tend to say things like:

• Should I use a pen or pencil?
• Is this going to be in the test?
• When is this due in?
• Can I have more time?
• What should I do first?
• Can you check my work/draft/plans?
• Is this how you do it?
• What do you think of this?

RIGHT BRAIN DOMINANT LEARNER

Traits of the Global Thinker:

• Tend to make decisions based on emotions and intuition.
• Prefer working in an informal, less structured, more flexible environment.
• Tend to be spontaneous and like spontaneity.
• Enjoy doing several things at once.
• Learn best when information is presented with humour or emotion, a short anecdote.
• Speak with many gestures.
• Tend to learn the general idea first, then look at the details.
• Can work well with distractions.
• Tend to take frequent breaks.
• Tend to need lessons which are interesting to them on a personal level.
• Discover well through group learning (small group techniques).
• Need written and tactile involvement.
• Respond well to pictures.
• Are said to have right-brain dominance (Roger Sperry).

Will tend to say things like:

• Why are we doing this?
• Can I do it later?
• I need a break.
• I can’t work when it’s quiet.
• Can I work with (another student or group of students)?

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