Engaging Different Learning Styles

Dr. Harold Gardner proposed the idea of multiple intelligences, or the notion that, “students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.” As catechists, we sometimes fall into the pattern of teaching precisely the way we ourselves learn. For instance, when my friend Tom used to write lesson plans for religious education, all he ever had students do was read. When I asked him why, he said, “That’s how I learned, and it worked for me.” The problem is that won’t be as effective for those learners who are visual/spatial, bodily/kinesthetic, musical, interpersonal, or logical/mathematical. We need to understand the different learning styles and include activities to meet them in our sessions. 

Visual Learners

I’m sure you are familiar with the sound depiction of adults speaking in any of the Charlie Brown cartoons—a sound created by a trombone similar to “wah-wah-wah-wah.” For some visual learners, this is what a teacher’s voice can sound like. As a visual learner myself, I realize that often when I am listening to instructions, at some point the voice does indeed sound like the trombone-noise from a Charlie Brown cartoon!

The most basic way to explain visual/spatial learners is that they think in pictures, shapes, and images, rather than words. Such learners are good at reading maps, are talented artistically or mechanically, and tend to visualize words in order to spell them. What can you do to assist visual/spatial learners?

• Incorporate visual aids, such as maps, posters, icons, objects, or sacred art. When accompanied by visual stimuli, auditory instruction becomes more palatable for visual learners.
• Have visual/spatial learners use a computer when possible, since the computer display provides a visual impact.
• Invite visual/spatial learners to close their eyes and imagine scenes when you are leading a guided reflection or when listening to recordings of dramatized Scripture stories.
• Encourage and incorporate active interaction with physical objects.
• Invite drawing and painting.
• Use videos effectively.
• Use graphs, charts, and diagrams.
• Color-code (using sticky notes) themes and concepts on the board.
• Create graphic organizers of major themes and concepts presented.
• Highlight major concepts on handouts.
• Use symbols in place of words when possible.
• Invite learners to take pictures with their cell phones to capture an idea or concept being taught.
• Use body motion to accompany words.
• Use whiteboards with different color markers.
• Use flashcards, comics, and cartoons.
• Teach important words using word puzzles.
• Use computer slideshow presentations with images to accompany words.
• Use books with quality illustrations.

Auditory Learners

Jesus famously said, “Whoever has ears to hear, let them hear!” (Mark 4:9) Some people learn best, not by reading, seeing, or doing, but primarily by hearing. In order for auditory learners to truly receive and integrate information, they need to hear it. If we as catechists rely on lecture, that will be good for auditory learners; however, we need to remember that only 30% of learners are auditory learners, so the lecture-only approach is not going to be effective for the majority of those we teach.

When working with auditory learners, here are some tips to keep in mind.

• Invite children to work in pairs so they can share information aloud and hear it.
• Invite them to recite aloud information you want them to retain.
• Invite them to do oral presentations.
• Use flashcards, and have students read them aloud.
• Invite them to read from the text out loud.
• Rephrase your questions, and repeat instructions verbally.
• Vary the volume, pitch, and speed of your voice.
• Incorporate multimedia resources that invite listening.
• Do lectio divina-style prayer aloud, inviting young people to listen to and reflect on Scripture.

Bodily-Kinesthetic Learners

What catechist, teacher, or parent hasn’t uttered the words, “Sit still!” to a squirmy child? Some children simply love movement and thrive on experiencing reality through bodily movement. For them, sitting still is akin to closing their eyes to a reality that they prefer to access through movement and experimentation. Their constant movement is not necessarily an inability to pay attention but is a desire to use their bodies to experience life. Experts refer to this as bodily-kinesthetic intelligence. 

In our culture, children with bodily-kinesthetic intelligence are too often considered a nuisance; they are seen as kids who just can’t sit still. And yet, dancers, gymnasts, athletes, engineers, and architects are all examples of people who have this form of intelligence and excel when action and movement are involved in learning.

Luckily for us, the Catholic faith is highly kinesthetic! We use our bodies to worship the Lord at Mass: we sit, stand, kneel, genuflect, bow, cross ourselves, strike our breast, shake hands, and walk in procession. For bodily-kinesthetic learners, movement aids their ability to remember. Here are some strategies for engaging learners with this proclivity.

• Use learning stations to allow manipulating objects or moving around.
• Invite role-playing and participation in drama and dance/movement.
• Go on a scavenger hunt.
• Reinforce learning with associated gestures.
• Do projects and experiments.
• Use a variety of materials and manipulatives, such as props, modeling clay, building blocks, or puzzles.
• Allow participants to move around.
• Create hands-on environments.

Musical Learners

If you’ve ever questioned the significance of music when it comes to our faith, consider the fact that, right before the halfway point of our Bible, you will find a hymnal—the Book of Psalms! Although we do not have the original melodies of these song-prayers, we do know that they were put to music and used in Temple worship. In addition to the presence of a hymnal in our Bible, also know that music appears in the first and last books of the Bible. Genesis 4:21 tells us that one of Adam’s grandsons was named Jubal (a name which means horn, from which we get the word jubilee), and he was considered the ancestor of all who play the lyre and pipe. Not to be outdone, the Book of Revelation (11:5) tells us that it is the sound of a trumpet that signals the end of the world, and the Church will go forth into eternity singing a victory song (19:5–10). In between the first and last books of the Bible, the word sing appears well over 200 times (depending on which translation you’re using).

Thus, it is no surprise that the Church tells us that “One cannot find anything more religious and more joyful in sacred celebrations than a whole congregation expressing its faith and devotion in song. Therefore the active participation of the whole people, which is shown in singing, is to be carefully promoted…” (Musicam Sacram: Instruction on Music in the Liturgy, 16, Sacred Congregation of Rites) One crucial place where this should be carefully promoted is in faith formation. Many of those we teach are musically inclined. Learners with musical intelligence are very tuned in (pun intended) to rhythm, pitch, tone, and melody. They often can learn and memorize concepts when taught via song. They are auditory and enjoy humming, whistling, and tapping their feet or clapping their hands. Many such learners are adept at playing musical instruments.

Here are a few ideas for how to engage musical learners.

• Use chants to teach concepts organized in lists.
• Read out loud and/or do choral reading.
• Create rhythm by clapping or tapping feet to accompany concepts being taught.
• Use rhymes to teach concepts and/or have the children create rhymes to learn concepts.
• Play instrumental music while children complete tasks.
• Fluctuate or modulate the tone of your voice as you teach.
• Find music and songs to sing or play that relate to the theme of your lesson.
• Be patient with the children’s constant tapping, drumming, humming, or whistling.

Logical/Mathematical Learners

Sometimes I like to imagine what it would have been like to teach Catholic faith formation to either a famous person or a fictional character. Recently, I thought to myself, “What would a catechist do if a young Mr. Spock showed up as a student in religious education class?” Mr. Spock was, of course, the fictional character from Star Trek, who was half-human and half-Vulcan: an alien species that operated solely on logic and eschewed emotion. In fact, Mr. Spock is best remembered for using the phrase, “most illogical,” to criticize any decision or action based on a gut feeling as opposed to logic and reason.

Well, many of us have little versions of Spock in our faith formation classes right now: young people whose learning style is logical/mathematical. These learners like to reach conclusions based on the scientific method, involving hard facts and numeric data. Such students seek precision and need rational explanations to satisfy their curiosity. They like to ask questions, analyze problems, develop strategies, and find solutions. They enjoy looking for patterns and learn best when things follow a logical sequence (such as Old Testament chronology or Church history chronology).

Mr. Spock would have been quite at home with the Catholic faith—that is, if he were taught in a manner that helped him to integrate his insatiable Vulcan need for logic and reason with his equally insatiable human need for meaning encountered through love, instead of seeing them as perpetually and irrevocably in conflict with one another.

Here are some tips for engaging logical/mathematical learners.

• Use games and puzzles.
• Integrate timelines into your teaching, especially when covering Scripture and Church history.
• Direct learners to classify or categorize.
• Propose problems that need solutions.
• Provide tools, such as blocks, for building models.
• Make Advent calendars.
• Look for patterns in Scripture stories.
• Engage learners in finding books, chapters, and verses in the Bible.
• Highlight famous Catholic scientists and mathematicians.
• Encourage learners to develop charts and graphs.
• Create syllogisms.
• Encourage outlining.
• Use graphic organizers.
• Decipher codes.
• Do experiments.
• Require some research on a topic.
• Incorporate field trips.
• Empower learners to organize a task.

Interpersonal Learners

As an introvert, I tend to cringe a bit when a facilitator or speaker tells us participants to turn to a neighbor or group of neighbors and engage in discussion. It’s just not my style. Of course, when I do follow instructions, I find that I meet some wonderful people and learn some amazing things!

At the other end of the spectrum are people who are eager to interact with others and can’t wait for the segment of a presentation when they get to turn to a neighbor and engage in conversation! These folks thrive on interpersonal learning. 

Here are some tips for engaging interpersonal learners. 

• Lead group discussions.
• Create opportunities for social interaction.
• Set up cooperative learning environments.
• Engage learners in lively interaction and dialogue.
• Invite them to teach others.
• Invite students to interview others.
• Employ speech, drama, and debate.

Intrapersonal Learners

To be an introvert doesn’t mean that one is shy. It simply means that one is refreshed, energized, and more at ease in solitude and introspection and that one formulates thoughts internally before speaking, while an extrovert often formulates thoughts through the very act of speaking. Many of us in ministry are introverts. 

Introverts are often misunderstood as being uninterested, aloof, or shy, and, in learning situations, can often be overshadowed by the extrovert who is more than happy to jump into the proceedings without hesitation. As a catechist, it is important to be sure that the introverts—those with intrapersonal intelligence—get their chance to shine! Here are some tips for working with intrapersonal learners.

• Don’t always call on the first hand that goes up after you ask a question; pause and wait a moment for some of the introverts to catch up or to formulate their thoughts before volunteering.
• Gently invite introverts to add their thoughts after others have spoken.
• Provide opportunities for journaling, which enables engaging in introspection.
• Include periods of quiet and opportunities to experience solitude, such as in reflective prayer.
• Plan opportunities for independent learning.
• Invite intrapersonal learners to analyze and reflect on material, such as Scripture stories, before sharing their thoughts.
• Encourage intrapersonal learners to use their imaginations to place themselves in stories from Scripture or Church history.
• Invite students to reflect on and write down goals for what they hope to learn or achieve.
• Encourage exploration of historical interests, such as at museums.
• Encourage reading, especially of biographies (lives of the saints).
• Invite students to take charge of tasks that require organization that they can accomplish on their own but for the benefit of others.
• Invite learners to express thoughts from the perspective of a historical figure.
• Give intrapersonal learners time to think.

The important thing is to remember that there are different ways of being smart. As we engage strategies that appeal to each of the multiple learning styles, we welcome more learners and encourage the gifts of all members of the Body of Christ.