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EFT Lesson 3: How can we teach for a variety of learning styles?

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    • #9248


      “Three things to include more learning styles in activities.”

      What are three things you can do to include more learning styles in class activities?

      Post your ideas in a reply below and comment on other teachers’ ideas.


    • #10122

      Vhanessa Barbosa

      How can we teach for a variety of learning styles?

      I suggest to conduct activities that employ multiple intelligences. I guess this would be the safest way to ensure that everyone is included and that the feeling of getting lag behind will be avoided because all of their abilities will coordinate. This would help other students also to be aware of their learning styles in case that they dont know yet. In fact, any way would do. It is only the matter of adapting to it.

    • #10189


      I believe that even if we are not too aware of it, we always use a bit of different styles: reading is  very visual, using images as cues for debate, too; listening to instructions or to audiotapes is different from that. When we teach full classes (40-50 students) the moving about is a little harder but it can be done with quick activities such finding their match with pictures and sentences – and I love a good running dictation. I also enjoy teaching through actions: if we learning directions I put them in a line and make them walk about following commands and the same with action verbs.

    • #10349

      Ruben Pignataro

      Learn by doing. When I am to teach vocabulary related to food I ask for permission and take my students to the school kitchen. This is possible beacuse the groups are small (ten, eleven students) .They know, from a previous message or a whatsapp reminder, that they are expected to bring certain things for that lesson. Some bring fruits, others flour, eggs, sugar, etc., everything to prepare a fruit salad and/or a cake. My wife helps me with the recipes and students, divided in teams, are given them. Then they are shown the utensils and the ingredients and they write down their names and so is done with the actions so as to teach the verbs related o cooking (mix, add, stir, etc.) Needless to say that they eat their “production” and the lesson ends with a chat about the different tastes while they clean up everything.

      In a class where the Simple Past was being taught, they wrote what they had done in the kitchen, so they use the regular and irregular verbs in the past.

      The ball game. I have a small soft ball that I use to keep them moving. In a circle I throw the ball to a student who catches it and has to ask a question to a classmate. He will pass the ball to the one to answer only when the question is well formulated (a really hard thing for them). Then the ball is passed and a correct answer is expected. And the game goes on. They think, they help the classmate, they speak, they learn.

      One to the left, two to the right. With the students in a circle, I ask them to write the subject of a sentence on a slip of paper and fold it. Then they pass the paper to one classmate on the left who is supposed to write a verb without seeing the subject. After that the paper, folded again, moves two classmates to the right and the student writes an object. The paper returns to the first student, folded, who finishes the sentence and reads it. Sometimes it is logical, but most of the times the sentences make us laugh. The activity is directed, “write a noun or a noun phrase as the subject”, “use the Past Progressive with when o while”, etc. You get things like The crazy doctor / were inventing / a delicious cake / when I was in Antarctica. Then we try to make a meaningful sentence or draw the funny one.

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