![]() Though this lesson is history-based, it can also be used in subjects such as English and foreign language when reading or dissecting lengthy and complex texts. Below you will find an example of a lesson plan that I use in my Civil War unit when discussing the Gettysburg Address. One of the more prominent weaknesses that affect auditory students is the ability to follow, understand, and break down larger/complex texts. Allow students with an auditory learning style to listen to approved music during silent study periods (lyric-free) Modulate your vocal tone, inflection, and body language during lectures Lessons that include a social element, such as paired readings, group work, experiments, projects, and performances Allow any struggling auditory learner to take an oral exam instead of a written one During lectures, ask auditory learners to repeat ideas in their own words Lead class discussions and reward class participation Call on auditory learners to answer questions With new processes, talk about what to do, how to do it and why it’s done that way Talk about illustrations and diagrams in texts Talk through problems paraphrase ideas about new concepts Put information into rhythmic patterns, such as a song or poem Whisper new information when alone or describe aloud what is to be remembered Participate in class discussions and group activities Remember details by trying to "hear" previous discussions Use audiotapes and textbook audio software In reality though, there are easy steps to take and supports to implement that greatly benefit not only auditory learners but your student population as a whole.Īuditory Strategies for Both Student and Teacher (Fleming, K & Helena, Lincoln Land Community College) Understanding charts, graphs, graphic organizersĪs auditory learners make up a larger percentage of lower-level academic students, it can seem a daunting task to help these students. Identifying pieces that make up a large concept Able to work through complex problems by talking out loud Skilled at oral reports and class presentations Knack for understanding changes in tone of voice They prefer to hear or recite information and benefit from auditory repetition" (). Auditory learners benefit from oral instruction, either from the teacher or from themselves. They enjoy reading dialogue and plays and dislike lengthy narratives and descriptions. ![]() They tend to remember names but forget faces and are easily distracted by sounds. They like hearing themselves and others talk. They tend toward long and repetitive descriptions. They enjoy listening but cannot wait to get a chance to talk. They indicate emotion through the tone, pitch, and volume of their voices. ![]() "They talk about what to do, about the pros and cons of a situation. Read the below passage from Lincoln Land Community College and see if it helps you identify the auditory learners in your classroom: ELLs (English language learners) heavily rely on auditory cues and support as they learn to use the language in the school setting. For example, many students enrolled in special education greatly benefit from audio aides as a large percentage of these students have a below-average reading level. It is also important to identify students who have trouble following verbal instructions, and on the opposite end of the spectrum, those students who greatly benefit from auditory supports. As stated before, students typically learn best through the use of multiple modalities but, as auditory instruction is so prevalent in classrooms, it is an important skill to develop. Auditory instruction is prevalent in classrooms that use the more traditional teacher-centered/lecture style. As you have most likely already ascertained, the auditory learner processes information better by listening rather than seeing or doing. The auditory (or verbal) modality is the second most common learning style in the school setting (approximately 30%).
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