Auditory learning

Auditory learning is a learning style in which a person learns most effectively by listening to information delivered orally, in lectures, speeches, and oral sessions. Auditory learners make up about 20% of the population. ^[1] Auditory learners use phrases such as "Sounds good to me," and "It's starting to ring a bell." When describing memories they will often focus on the sounds they heard, or what people were saying.

It is believed that when an auditory/verbal (i.e. listening to information delivered orally) learner reads, it is almost impossible for the learner to comprehend anything without sound in the background. In these situations, listening to music or having different sounds in the background (TV, people talking, etc) will help learners work better.

Auditory learning can also be considered a different style of learning. Some students are visual learners, some kinesthetic learners, some tactile learners, and some are auditory learners. This is explained as a person who depends on hearing and speaking as a main way of learning. ^[2] Auditory learners must be able to hear what is being said in order to understand and may have difficulty with instructions that are written. They also use their listening and repeating skills to sort through the information that is sent to them. ^[3]

[edit] Characteristics of auditory learners

good at storytelling
solves problems by talking them through
speech patterns include “I hear you; that clicks”
moving their lips or talking to themselves to help accomplish tasks ^[4]

[edit] Teaching auditory learners

verbal direction
group discussions
verbal reinforcement
group activities
reading aloud
putting information into a rhythmic pattern such as: rap, poem, or song ^[5]

[edit] Techniques for the Auditory Learner

In the article Learning Style Awareness by Annette Vincent and Dianne Ross they explain techniques that auditory learners can use to information more effectively. They state, “Advice to auditory learners should include:

Make tapes of class notes and then listen to them.
Remember details by trying to "hear" previous discussions.
Participate in class discussions.
Ask questions and volunteer in class.
Read assignments out loud.
Whisper new information when alone ^[6]

[edit] See also

[edit] References

^ Heller, Steven, and Terry Steele. Monsters and Magical Sticks. New Falcon. 55.
^ Kostelnik, M.J., Soderman, A.K., Whiren, AP. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (3rd ed.). Columbus: Pearson, Merrill Prentice Hall.
^ Vincent, A., & Ross, D. (2001). Learning Style Awareness. Journal of Research on Computing in Education, 33, 1-10.
^ Kostelnik, M.J., Soderman, A.K., Whiren, AP. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (3rd ed.). Columbus: Pearson, Merrill Prentice Hall.
^ Kostelnik, M.J., Soderman, A.K., Whiren, AP. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (3rd ed.). Columbus: Pearson, Merrill Prentice Hall.
^ Vincent, A., & Ross, D. (2001). Learning Style Awareness. Journal of Research on Computing in Education, 33, 1-10.