Part II
In Part I we discussed the various ways the brain has of
integrating new information, in other words, how children
learn. We mentioned eight basic categories: the simultaneous
learner (total picture); the sequential learner; the
auditory learner; the visual learner; the three dimensional
learner; the two dimensional learner; the tactile learner
and the kinesthetic learner. Most people are
combinations.
The above categories match the two hemispheres of the brain.
The right side of the brain is visual and pictures whole
scenarios. It is the imaginative, creative and impulsive
side. The left side of the brain is language and words (two
dimensional). It is sequential, logical and orderly. It
controls impulses. The normal person is orderly, both sides
functioning well, although one side may be stronger. Both
sides are balanced usually with a leaning towards one side.
The impaired person with extremes to the right is very
impulsive and can't stay with one thing. The extreme left-
sided person may have an obsessive-compulsive disorder.
The traditional old cheder way of teaching was and is
successful with all types of children. Children receive
individual attention. Five or six children with a
melamed have the opportunity to read, to explain and
to do until the lesson is integrated into the child. We have
the know-how to use it. Why, then, today, do we have
smart children who do not succeed in the classroom? Are
there too many children in a class? Or isn't there enough
singing with davening and learning? Is there too much
emphasis on high grades? The actual quality of the learning
combined with the emphasis on the child's personality and
special talents and way of perceiving and receiving
information needs more attention. The goal is to uncover
each child's different talent.
The ideal situation is to provide different channels of
learning. It is more work for the teacher but the results
bring out the best in our child. The teacher's learning
style imparts information accordingly.
SUGGESTIONS FOR THE TEACHERS
1. Provide worksheets before the lesson, not after.
Worksheets should have written information and/or (visual)
pictures, diagrams and illustrations.
2. Teach students to take notes.
3. Use clear explanations and directions.
4. Test orally, not only in writing.
5. Allow for oral or written summaries.
6. Use less words on a page.
7. Allow for exercise or free movement such as moving to the
back of the room, doing hand work or weaving back and forth
at a shtender.
If ideas such as these were implemented, we might see more
contented, less competitive children with more desire to
learn.
If we are sensitive to our children's subtle differences and
unique qualities, we can help our children learn to help
themselves in situations that don't fit their needs. We can
teach them to teach themselves according to their ways,
al pi darko. The best time is when they are very
young, but it is never too late.
THE VISUAL LEARNER
One example of a bright child who may not do well in school
is the visual learner (although not necessarily). The
classroom setting is usually geared to the sequential or
auditory learner. The teacher imparts information in ordered
details and presents the total picture at the end of the
lesson. The entire lesson is likely to be presented orally
with little or no visual aids. The child whose mind is
inspired and awakened by color, shape, form and
demonstrations has a hard time holding on to the
information, and therefore his mind may fall asleep or
wander.
The teacher builds the lessons sequentially and verbally but
the child who needs visual material or needs to understand
the total picture (the simultaneous learner) gets lost along
the way. The visual learner requires added visual
information and then can flourish in the classroom. They are
affected by pleasant or interesting surroundings and they
learn better when they see the teacher's face. They may
`read' all a picture has to say.
The visual learner does not always do well when he must only
sit and listen to a teacher to take in information. If his
mind is not moved by visual stimulation, he daydreams. He
learns through visual order such as cubes and other designs
in order, by comparison, by writing and copying and with
diagrams. One teacher asked her class to list the family
members of shevet Levi after reading this perek
and to draw them and color in certain members of the tribe.
Homework such as this gives the visual learner an opening to
use his/her talents and be successful. It also encourages
memory retention because the child identifies the subject
with the family tree and the drawing.
Without providing actual numbers of the percentages of
visual learners here, we can say that there is a substantial
percentage of children and adults who are visual learners.
Within this group we have the visual learner combined with
different combinations of sequential, simultaneous and
auditory or other learning channels. Each combination has
its requirements. An often successful combination for school
is the visual/auditory learner.
Most visual learners find ways to compensate. Some need
direction in learning to compensate. A small percentage need
medication, psychotherapy or other emotional support from
neurological damage or emotional trauma. They may not be
helped by the above methods.
The TACTILE, VISUAL, SIMULTANEOUS LEARNER is usually
attended to in the lower grades. The time is ideal to give
the child access to all that they are able to achieve by
themselves with arts and crafts and other hands-on
activities. Let the children find their own way of doing the
arts and crafts within the framework of the project.
Teachers can do more with these children and provide them
with bountiful stimuli. Dioramas and science experiments
that demonstrate concepts of the physical world are
successful learning aids. Visual models help children see
and understand what they are expected to produce.
[Final part next week: Visual Models and Exercises that
Parents and Teachers Can Provide]
Devora Piha is available for art and crafts therapy for
motor skills and/or emotional difficulties.
Ramat Beit Shemesh 02-992-0501
