Let’s start with reasoning styles. There are two of them: deductive and inductive. Those in the deductive reasoning bracket like to know all the facts and information involved in a project before getting started. On the other hand, those in the inductive reasoning group like to jump in head first and learn through experiences.

Learning styles are broken down into three categories. But be careful not to label too quickly because  some people are a hybrid of two or all three while others may lean heavily to one.

Kinesthetic learners

People who are kinesthetic learners tend to be energetic people. They need to be involved in the learning process and enjoy interactive activities and taking frequent breaks. They are better at remembering what was done than what was said.

Ø  Visual learners

Visual learners enjoy vibrant colors and learning through presentations and illustrations. They tend to sit towards the front of the classroom and close their eyes to take mental pictures. They like to see what is being discussed and they can draw back on those memories later to remember information on the topic.

Ø  Auditory learners

Auditory learners are the opposite of visual learners. They depend less on sight and more on listening. In class they will sit where they can hear well, and they like to read out loud hearing the words helps the information sink in. They are known to hum or talk to themselves when they are bored.

Faculty at online universities like American InterContinental University can focus on various forms of techology through necessity. Because they don’t meet physically with students, they have to find ways to connect with their students with less of a physical aspect. What better way to accomplish that then through an online experience where students have the opportunity in some areas to mold their experience into one that fits their learning style.

After discovering what a kinesthetic learner was, and its characteristics, I stepped back and looked at my study habits throughout the years. When I was in elementary school I was what they called a “busy body.” I was reminded constantly to stop fidgeting, sit still, get back to work, and most of all, to stop touching everything. Who would have thought that I was just trying to adapt my own leaning styles to my work? All this time I have been trying to change my behavior in school to be like everyone else, when I was just trying to learn my own way.

Over the past few years I have always thought of myself as a visual learner. I have always been the type of person who remembers something instantly by seeing it, making word associations, comparing things to pictures and am better at understanding things after they are shown to me. As an English teacher, I didn’t think I even needed to take a learning assessment test to know how I learn.  I was shocked when the results came back and I found out that I am a kinesthetic-tactile learner instead.

Kinesthetic learners are hands-on learners. They learn best by doing or by incorporating movement into their studies and “generally demonstrate excellent organizational abilities and are very methodical. They also tend to be able to work in busy, noisy surroundings with incredible focus, since the constant bombardment of spoken and written information is not distracting.” (Kay, 1998)

After discovering what a kinesthetic learner was, and its characteristics, I stepped back and looked at my study habits throughout the years. When I was in elementary school I was what they called a “busy body.” I was reminded constantly to stop fidgeting, sit still, get back to work, and most of all, to stop touching everything. Who would have thought that I was just trying to adapt my own leaning styles to my work? All this time I have been trying to change my behavior in school to be like everyone else, when I was just trying to learn my own way.

Many kinesthetic learners are restless or hyperactive when they feel they are underestimated in a classroom that is based on auditory or visually learning. Without movement they struggle to maintain attention and are susceptible to diagnoses such as ADD or ADHD. In fact, when I was in fourth grade, I was reviewed for ADHD because I had hard time staying in my seat. I was constantly getting up and sharpening my pencil, bouncing in my seat, tapping my pencil and interrupting the teacher when she was in the middle of explaining something. I realize now that it had nothing to do with having an attention deficit, it was the fact that I was a kinesthetic learner and I wanted to get going on the project as the teacher was explaining the directions.

Now that I am older, I am able to look back and see all these things. Discovering the type of learner one is truly helps one understand why they do things differently from others and why you have a hard time understanding why it takes others longer to learn. I have also realized why I am not able sit and watch television or play video games when I could be working around the house or in the yard. I am the type of person who likes to get started on a task and ask questions later. I prefer labor work over paper work and will participate in all physical activities and role playing to get me out of my seat. When I am stuck in one place for a long time I need to keep busy. I will tap my pencil or chew on pen caps to keep motion flowing through my body.

“Adapting to people’s learning styles is like running an obstacle course. You jump, you climb, you crawl, and you give it all you’ve got to react to a constantly changing environment and reach the finish line.” (Filipczak, 1995)

As a kinesthetic learner, I need to take into consideration that I cannot only teach kinesthetically. I must study the other types of learning and adapt my lessons to each of his or her learning styles. Most educators teach auditory learners simply by assigning tasks by mouth. I have caught myself instructing my students to begin projects without completely understanding the directions, when I should have read the directions aloud, showed them examples, and then had them to try it on their own. Addressing all three learning styles helps students develop their weaker learning modalities as well as their stronger ones. Student will then become more versatile learners in varied settings, and I will become a more versatile teacher.

I believe that with enough practice and study of different ways of teaching to all types of learners who I will evolve into a successful teacher. I would like my students to use all three types of learning in my classroom during every lesson. I will now concentrate harder to make each lesson reach those of different learning abilities and be more understanding of my kinesthetic learners who can’t keep their butts in the seats. Maybe I will ask these particular students to be my “movers.” They will be in charge of passing out papers, acting as my props, running errands and what ever else I can think of that involves moving around. Even giving short breaks from sitting and listening to a lecture or taking notes, would help them as kinesthetic learners.

For auditory learners I will try to incorporate verbal directions and examples, and group discussions. Instead of having students read the text to themselves, I will have a read aloud or “round robin,” I could also incorporate recordings of readings, and other activities that require auditory lessons. “Auditory learners learn through listening. They learn best by lecture, discussion, talking things out, and listening to what others have to say. They need to “hear” the materials. Taping a class or having something they can listen to after class is often beneficial for an auditory learner.” (Lipinski, 2007)

The best way to teach visual learners would be to use technology in the classroom, have visual aids and props, and use the chalk or white boards whenever possible. I have heard of using smart boards in the classroom and this is a good way to use all types of learning styles. This technology allows you to use the internet as a source for the students. You can have interactive tests that your students would all have a clicker for, you can make references and bookmark pages so that you don’t have to make transparencies to show them a quick picture or example, and you can also make note taking fun by filling in the blanks with the vocabulary instead of just reading off information. For visual learners, the students will be able to see different examples and use them as learning guides. Kinesthetic learners can use the clickers to fill in information and take tests. They can also draw pictures or use the board as a touch screen to be active while learning new things. Auditory learners can listen to recordings or the lecture associated with PowerPoint, and interactive note taking.

This would be and ideal strategy to use in my classroom and I am interested in getting the proper training for it. I certainly would not limit my teaching style to only use the smart board, but I would love to give it a shot. If I was in a classroom that wasn’t equipped with technology, I would have to rely on reaching the different learning styles on my own. This is a goal that I am setting for myself right now. Over the next couple of years, I will research as many different strategies as I can and incorporate as many of them as possible in my classroom. I will reach each of my students and his or her individual learning styles by adapting my lessons to fit his or her needs. If the students aren’t learning their way, they are not learning at all. This means, I am not fulfilling my job as their teacher.

References

Filipczak, B. (1995, March). Different strokes: learning styles in the classroom. Training, 32.n3, 43. Retrieved December 13, 2007, from Thomson Gale PowerSearch.

Kay, S. (1998, Dec). How employees process information. (management communication technique). Supervisions, 59.12, 6. Retrieved December12, 2007, from Thomson Gale PowerSearch.

Lipinski, K. (2007, fall). Developing your teaching style. Reiki News, 6, pp. 46-51. Retrieved December 13, 2007, from Ebscohost database.

All human beings are divided into three types – audials, visuals and kinesthetics. For the first ones the most important thing is sound. Through sounds, they get information about Visuals who are more oriented to the pictures, visual images. For kinesthetics important things are: smell, touch, taste.

In this article we shall find out how to detect and to deal with kinesthetics.

The desire for comfort – is the main feature of the kinesthetic. Visual images are of secondary importance for him. Feelings are on the first place. The more pleasant they are – the better he feels.

Surroundings: kinesthetic is surrounded by what many people call “mess”. there is  chaos on his desk: a glass of tea and a plate with half-eaten cake. This picture – a real nightmare for the visual. And for kinesthetic this environment – the only acceptable. He has everything at hand.You dont need to search for something, look into different boxes. Books, laptop, bottles of cream – all can be found in the bed of kinesthetic. But at the same time he will always very carefully straighten the sheet – so that the folds do not idisturb his sleep. You will never see any crumbs in his bed, because if there are any, kinesthetic will never sleep. But the visual finds crumbs to be not such a handicap. Uncomfortable, of course, but you can sleep.

Speech: kinesthetic speaks slowly, velvety voice. He notice and remember for a long time every detail of the conversation. In conversation he tries to get to the interlocutor as close as it is possible. This gives the maximum information to his tactile receptors. If he speaks with visual, it can cause discomfort.

Clothing: No tight fitting clothes. It prevents him breathing, walking and thinking. He wears only those things that sit well, do not tight and do not rub, carefully selects shoes. Kinesthetic-woman will never wear uncomfortable “pins”, except some extraordinary circumstances. And even then she will take off these “Spanish boots” at the first opportunity. Kinesthetic’s clothes can be soft and a little bit crumpled. But it is always fresh and smelling good – pleasant flavour is as important as the tactile sensations.

Pose: probably a little stoop, walk with drooping shoulders. “Hold posture for kinesthetic is tiring. He sits imposingly, lounging – it can cause visual’s irritation.

Food: You may not serve the dish. The main thing – delicious taste, the rest doesnt matter for him.

Family relationships: you should feed kinesthetic good. Stroking, touching and kissing are very important.  Kinesthetic is not able to feel love without them. Kinesthetic is very stable and does not require changes. If the spouse comes with a new haircut, she will not hear any complements. Therefore you should change your appearance no more than once in 8-10 years.

I see this point very important, because with a friend -usually- we don’t need start from scratch. Morover, for example, the first part of kino (fortuitous, ocassional kino, level one) is not necesary.

She don’t look with negative perspectives. Becouse that, SHE IS OUR FRIEND!

Thats, like a first instance.

Now, the escalation ladder goes on. We need a really high sexually state -of course-; in another way our friend notes this “new acting”, and will be afraid. CAUTION! It is so dangerous. I explain, that, this tactic is not recommendable -at least isn’t for an amateur gamer, no way for an insecure or no-personality person.

Ok, stop with diplomacy! Go on.

We can start, e.g (on a most possible scenario) with a big (or short) hug. Is that, an intentional kino, a lot of times, full of emotions: don’t forget never, she is our friend (!). By the way: good hug, don’t back; be started very good!

Now, we must “find” moments to do the “accidental kino” on level two: sit down next to her and for a few times, closer her.

I consider that it is so important take chats about sexual issues; and practice how “you are so interesting and the specific person to love”. Introduces some routines like NLP, don’t be quiet. You must be there very active in whole situation.

You should be create one situation she -implicitly- expresses “I am agree..”, “I am agree to flirting with you”. Replay: seduce your friend it is most hard thing. Maybe not, although you must to calibrate it.

May be, she liked you since before (if your solid game or your new body language likesher, or something like that).

Next step, more kino (yes, you have probably noticed that there is always physical contact). Be strictly conscious with your “drive system”. That is, about your kino -now intentional- she must know it. Be too secure: you know what you wanna, she perceives what you wanna. 

However, yes, still… you DON’T WANNA LOSE YOUR FRIENDSHIP with her, at least you don’t want her to think that.
Do work!

There are 3 categories;

• Visual

• Auditory

• Kinaesthetic

Of course, most people are a combination of the three, however there is usually one prevailling category for each person.

Deciding What Kind of Learner You Are

This simple 3-question survey will help you decide which learning type your body prefers.

1. When trying to remember the spelling of a word do you:

V – picture the spelling of the word in your head

A – say the word to yourself

K – write the word down on a peice of paper

2. When trying to describe a certain place or object, which would you say has the most prominence to you?

V – describing what it looks like

A – describing what it sounds like

K – describing what it feels like or how it makes you feel

3. When reading a book, which of these best describes what you do?

V – you paint an image of the scene being described in your head

A – you hear the goings-on in a dialogue scene and hear the changes of tone and voice in different characters

K – you prefer reading action scenes, where the plot moves fast, or do not like reading at all.

Hopefully you have now realised which of the three most suits you. Knowing what kind of learner you are can help you develop your own personal learning strategy.

Using The V-A-K

To get maximum concentration and understanding, each paticular learner should, if they can, utilise methods which benefits their learner-type (V A or K).

Ideally, the Visual learner should;

1. Learn from reading books, watching videos and analysing diagrams
2. Colour-code notes, important words/phrases and highlight key points
3. Draw pictures/diagrams wherever possible to aid in understanding
4. Use flash or cue cards with short, succint notes to learn key points.

The Auditory learner should;

1. Discuss points of a lecture/class with other students
2. Use audio-tapes to listen and learn (possibly taping classes too)
3. Say the question or problem to themselves several times to ensure complete understanding before attempting the question itself
4. Be practice-tested by fellow students prior to exams (orally, not written).

A Kinaesthetic learner should;

1. Try hands-on puzzles to engage their mind before they begin studying/revising.
2. Always write down their notes, even if there is an existing set (as you write, your muscles will move and your body becomes more focused on what you are writing rather than if you were reading the notes.)
3. Take part in study groups, field trips, and roleplay activities
4. Take frequent breaks from studying and prefferably change study locations after every break.

These simple steps should help in the understanding and learning throughout school and university. Hopefully this will help an individual make a unique study plan that suits them personally and in doing so gain those top grades!

But it’s not just repetition that does the job-if it were, some of us would not be wringing our hands every time we are asked to memorize something. I remember an assignment in graduate school, to memorize a poem and then to recite in front of everyone in the class and everyone’s significant others. If repetition would have helped me to memorize that poem, I would have had it nailed because I repeated it and repeated it and repeated it. And while I did say all the words, in order, in front of those people, it took a very long time for me to retrieve it in that situation.

So repetition can help, but it is not THE answer.

An Answer: Channels

One thing people do not take into account when they are memorizing is that your brain processes information from different “channels” differently. There is a part of your brain that processes language that you read visually. Another part takes care of language that you hear. And all this is different from the parts of your brain that control what you say and what you do. When you are asked to memorize math facts, music, or anything that is written down and then to perform them, you are actually switching channels, from the visual to the verbal in the case of math facts or poetry or from the visual to the performed, in the case of music.

I don’t know how it is for anyone else, but I do know that when information switches channels in my brain, it gets lost. While I can hear music, play it, and learn it quickly that way, I have a very hard time looking at written music and memorizing it, even if I play it over and over and over again. I’m a good music reader-I’m just not good at switching channels.

The same thing happens with written poetry. One time on a test in a poetry class, I had to memorize a poem, write it down, and analyze it as one of the essays. That wasn’t real hard at all. I could go from what I read visually to what I produced visually with my writing. But reading a poem and being able to speak it from memory are two very different things, in my head, and, I suspect, in the heads of other people.

What to do? Don’t change the channels. Or at least add another channel. If you are planning to speak the poem, record it and learn to speak along with your recording. If you are memorizing a piece of classical music, play along with a recording of it (you can even get software that will slow down the music to the point where you can play it). You can use the print version as well, but focus on the channel that you plan to use to produce the material.

An Answer: Meaning

Another thing that has helped me to memorize things is to understand the logic in them. Poets don’t put words randomly on the page (or most don’t). So, what function does each word have? In a sonnet, for example, each line has a certain meter. You can think about how a word functions in terms of its place in the metrical line (http://www.bookstove.com/Poetry/Poetic-Meter.258255) or how it fits into a rhyme scheme. If the poem doesn’t have regular sound patterns like rhyme or meter, you can think about why a poet chose this or that word over all the other possible words.

In the case of music, it is the same thing. There is logic to every note. It is part of a phrase, it has a certain melodic function, it has a certain harmonic function.

In math, the digits of numbers that are divisible by three add up to a number that is divisible by three. The number 27 is divisible by three because two and seven make nine, which is divisible by three. There are other forms of logic in math that you can use to help the memorization process.

An Answer: Sing it, Rap it, Sign it

When I have helped children memorize Bible verses (King James, too-which has a lot of big words, and my first graders learned them), we created hand motions to all the major words in the verse. It doesn’t matter what the hand motions are; they just have to be something you can remember. If you know some American Sign Language, you can use that. Or use something you can associate with the target word. For example, when we were learning the word “art,” as in “thou art…” we pretended to draw at an easel because the children could remember the word that way. We talked about the changes in English, so they understood what the word meant, but we used the easel as an association they could get.

Singing something also works. Make up a tune and don’t worry about great singing. The point of singing is that when you are missing a word, then the tune lets you know and often you will be able to sing something that you cannot say. That is because your brain puts song in a different place from speech.

Related to singing is rap. English is a very rhythmic language and many phrases can be rapped. The kids I worked with enjoyed clapping their hands and rapping Bible verses. It didn’t help every single kid, but it helped some.

Using your whole body to learn is enormously helpful. Eventually you can give up the signs and the singing, just like you can quote lyrics from songs that you know. But this will get the material into your long term memory in a retrievable fashion.

Ability

For a long time, I thought I was disabled in terms of memory. Part of the problem is that I grew up family members who had photographic memory, so I was like a VW bug comparing myself to a Jaguar. A VW bug isn’t bad-it gets around. Just not as fast as a Jag.

The other problem is that I didn’t know where my strengths were in memorization and I didn’t know how to use them. I didn’t know that channels are significant to the task or how to use channels in a way that actually works.

Now that I know this, memorization doesn’t seem to be the big monster it had been in my mind and I don’t feel so overwhelmed when I work on memorizing things. You can do this, too.

Learning-styles is the idea that people, in this case children, learn differently (LdPride, 1998). There are three classes of learning-styles: visual, auditory, and kinesthetic. A learning-style test is administered to determine an individual learning-style. The most widely used test was developed by the Oklahoma Institute of Learning Styles by Dr. Sue Ellen Read and Dr. Rita Dunn (Oklahoma Institute for Learning Styles [OILS], 2002, 2006). Other learning-styles tests can be found on the Internet and can also provide good results. Although it may be difficult to determine and work with every single student in a large classroom setting, this test offers insight on how a teacher can best reach the class to deliver and receive the desired results: higher retention, better academic scores, and improve enthusiasm from the students.

The first class is the visual learners who need to “see” a lesson in order to absorb and comprehend. They prefer to have pictures to accompany words, they prefer written instruction versus oral instruction, they enjoy organizing and decorating their work areas, and they retain information best when “delivered through maps, charts, diagrams” (Berghuis, 2001-05), or other images.

For the visual learner there are several ways they can adjust learning to benefit their learning-style. Most importantly the individual visual learner needs to “observe the teacher’s body language and facial expressions” (LdPride, 1998) they need to sit closer to the front of the room to gain an unconstructive view, they rely on maps, graphs, pictures, and will take copious notes (Berghuis, 2001-05). These learners do better when they can highlight and make marginal notes in their texts (Berghuis, 2001-05). They should also preview a text’s chapter by scanning over graphs, maps, pictures or other visual stimulants to give them an understanding of the material being presented. Visual learners tend to think in pictures when recalling information (LdPride, 1998) so all of these visual cues work together to help provide the overall lesson.

Teaching to visual learners allow for a variety of teaching methods, most of which are appealing to all three learning-styles. Creating posters and collages to demonstrate historical events, simulating popular game shows to review information, creating multidimensional displays, displaying information through slide shows, and accessing the Internet are all ways to engage the visual learner.

The next class is the auditory learners who need to receive instruction through listening and other verbal cues. These students should use tape recorders for longer lectures, use flashcards and review orally, and read text assignments out loud. They will also do better when studying aloud with another person.

For teaching methods in the classroom, these students will thrive in discussion groups, teach back groups, and will take their audio cues by the subtle nuances of the voice delivering the lecture (LdPride, 1998). The teacher should use variations in her voice and oral expressions to relay information and avoid using a monotone and no expression. These learners comprehend better when they also repeat information out loud (Berghuis, 2001-05). This could include teach back sessions, oral reading, or small group discussions. They also do well when given the chance to do oral presentations (Berghuis, 2001-05).

The last class is the kinesthetic learners. This group learns best when actively involved through such means as moving, doing, and using manipulatives to learn the topic (LdPride, 1998). This group learns by doing and may become easily distracted when forced to sit for long periods of time (LdPride, 1998). These students should try playing soft background music while studying. They should take frequent short breaks to help them concentrate and keep their interest peaked (Berghuis, 2001-05). When learning new ideas it is best for them to be shown how to do something and then have them do it to reinforce the lesson.

Classroom ideas for the kinesthetic learners include hands-on activities such as crafts, cut outs, demonstrations, charades, dance, playacting, and experiments. Once again, these types of activities can also appeal to the visual and auditory learners, but assist the kinesthetic learner the most. These activities feed their need to stay active and get them focused on task.

Various methods of teaching are used to communicate topics for different learning-styles. A successful teacher will incorporate several methods throughout a topic unit. This will ensure that she is meeting the needs of all her students especially when she is dealing with a large class size. Over the course of the year she will be able to understand which types of teaching methods work best for her students and will be able to incorporate them seamlessly into her lesson plans. She might also have the luxury of being able to create interest groups that cater to the different learning-styles in order to teach the same material. For example, the visual group could create movie style posters to illustrate different events in a lesson. The auditory group could create advertisements to go along with the posters and the kinesthetic group could act out the poster scene while the auditory group narrates.

When different teaching methods appeal to the student three things happen: better retention of material, higher academic scores, and a renewed enthusiasm for learning. Students respond better when they feel more included and when they feel they are having fun. Creating lesson plans that meet learning-style needs makes the students feel like the teacher has taken time to understand how to reach them and in the process made the activities enjoyable. Soon that teacher’s class becomes the favorite and that teacher becomes the one every student wants to have. Since students are actually doing activities that are enjoyable, they start to connect those activities to recalling information. For example: the students that created the posters remember the dates of events because they chose a wild looking font to use in the word processing software. The students that created and delivered the advertisements remember the facts by recalling the words they spoke. Lastly, the students that playacted the scenes, remember the events because of actions they did to convey the scenes. All of these aid in retention of knowledge and in turn boost the academic scores.

Determining learning-styles and developing interesting teaching methods is a great way to reach student at any level. So many of these students find some subjects very dry, boring, and do not understand the connection to modern times. A current middle school Civics student (personal communication, S. Jacobs, May 27, 2006) tells how she “hates my Civics class. The teacher is so boring and he makes me want to fall asleep”. She relates how he stands at the front of the class and drones on about the day’s lesson. She is given the standard reading assignment homework along with the textbook questions. It is now close to the end of the school year and she states she did not have to do any reports, rarely watched movies associated with the lessons, or did any kind of activity that required the class to move about the classroom. It was the same textbook homework assignment every Monday and Thursday with a test on Friday. This is verified by her mother (personal communication, T. Jacobs, May 29, 2006) who is not pleased with her daughter’s very low and barely passing grade. When asked about the Social Science class the year before, she gushes about that year’s American History teacher. The class went on a field trip, they acted out the Boston Tea Party, they watched lots of movies, and the reports they did were varied, short, and “lots of fun.” Her eyes shone with enthusiasm that was missing when she talked about her Civics class. Her grade in this class? A solid B+ all year. This is an obvious example of how creating various lesson plans helps keep students involved and intrigued.

A survey was given to teachers at local Stafford County, Virginia schools the week of June 5, 2006. The survey asked them their opinion of teaching methods based on learning-styles and how they incorporate them into their lesson plans. One teacher commented that learning-styles was not a new idea only a fancy name given to what good teachers have been doing for years. This may be the case, but not all teachers choose to use teaching methods based on learning-styles. Some may not understand the concept, some may not understand the all-encompassing results, or sadly, some may not care to go the extra mile to help students exceed.

The survey from this particular school found that the teachers were familiar with learning-styles and made an effort to determine individual learning-styles but would usually incorporate several teaching methods in order to include all the learning-styles of the students. They did have some difficulties when trying to determine individual learning-styles. These included finding class time to devote to testing, disruptive students, students with special needs, and overly large class size. On the whole, the teachers did find lessons more rewarding when various teaching methods were used to for lessons.

The most common teaching methods used in these classrooms are manipulatives, hands-on activities, games, and bringing the lesson to life through playacting. The teachers all reported improved retention in knowledge which was reflected in higher academic scores. This was very important to them because their state standardized test scores also reflected positive results. Most agreed that when they found a formula for reaching the students they rarely varied from it unless they could see the results were not up to par with past classes.

Another reason for bringing teaching methods based on learning-styles into the classroom is to make the topics more personal. For example, in a history class it helps to show them how past events relate to current events. “In addition to providing lessons about history…curriculum about a historical atrocity, such as the Holocaust, would speak to the value of human life” (Farkas, 2003). Getting the students physically involved with learning about a topic such as the Holocaust can bring the rawness and the horror of the events to life and let them feel the lessons as well as understand why this should not happen in their lifetime. These teaching methods will bring history alive and engage the students so that they look forward to the next lesson.

Establishing the learning-styles of students and using various teaching methods in the classroom will enhance the student’s educational experience. The students retain more information because they are more involved with the lesson and this results in higher academic scores. Current teachers agree that taking the time to understand what methods work best to reach their students is a win-win situation. Learning-styles and the associated teaching methods will prove to be the shining star in educational development within the classroom.