Forget

10; 5%

Auditory lea rner = learns by listening 30; 16%

and talking about it. Provide d
Learning styles - nobody has one items 8 0; 4 2% List ening t o ot hers
Visual learn er = learns by looking at
images of t hings and words (not too many learning s tyle only - w e have a mix have What we f o rget Se in g pictu res
Sp eaking o urselves
words) of them all w ith predominance of Retention been Do in g ourselves
Kinesthetic learner = learns by doing, the one or the other. understood
action and dy namics of mov ement in and thus
images, ge tting his/her 'hands dirty ' 70 ; 37 %
becom e
compre hensible

Keep in our memory

20; 10%

Brain 30; 14%

mapping - 90; 43%

Listening to others
nerv e cells What we re member Seing pictures
and Speaking ourselves
sy napses Doing ourselves
and f low of
inf ormation
bits. Mind 70; 33%
mapping
copies this .

Communicative Approach
Student centred learning
by mea ns of
brainstorming and mind
mapping - Learning styles
21.09.2009 - Rev. 36

How does our brain w ork? WHAT stan ding here f or what they say
CPU here t he and that it is understood by their peers.
sy napses a re wires
linking to in put an HOW stand ing here f or whether they say
output dev ices Both are e xtremely communicativ e, once it in correc t, perf ect English or simple
the studen ts realise that the WHAT is English with mistakes or without.
more import ant than the HOW.
Correction s by the teacher or peers will
ev entually m ake students' utterances
more compr ehensible thus building
students' c onf idence to communicate.

Both v isuali se thought/inf ormation learnt This in turn f rees processing memory and
To support the brain retriev e inf ormation bef ore (kn owledge), prev enting speeds up producing new thought/output.
f aster and speed up processing v isual Already exis ting inf ormation that is known, inf ormation ov erload/memory ov erf low.
A dy namic d ev ice like our brain will not Once proc essing has f inished the i.e., it has been learned bef ore Brainstor ming and Mind mapping
aids are id eal. These v isual aids could be A mechanic dev ice will nev er lose
alway s f ind stored inf ormation, because outcome is stored as output into memory (inf ormation or methods of processing Nobody ha s to 're-inv ent the wheel' or
print, image s or brainstorming and mind memory , un less there is a hard disk The essen tial dif f erence between a
there is th e element of f orgetting due to f or f uture use. (program) is retriev ed f rom short-, mid- or Ideas v isua lised by means of a mind map
maps. crash. Inf o rmation in memory will thus computer a nd a brain is, that the f irst is store inf or mation short term f or f urther
sy napses-c onnections being lost. long-term m emory )[in the computer this become pu blic domain f or all students. processing .
alway s be f ound. mechanic a nd the latter is dy namic. Inf ormation input is taken into processing memory .
Repetition also helps to re-build the In the pro cessing memory new and 'old' would be a f loppy disk, a ROM or a hard Processing inf ormation
sy napses-c onnections. (Honey well Bull) inf ormation are matched and processed. disk] and t ransf erred into the processing
memory [in the computer's CPU this Auditory lea rner = learns by listening
would be th e ALU and talking about it.
(Algorithmic -Logical-Unit).
Visual learn er = learns by looking at
images of t hings and words (not too many
Both accom modate all three principal learning sty les
words)
Kinesthetic learner = learns by doing,
action and dy namics of mov ement in
images, ge tting his/her 'hands dirty '

Experience in 2009 has shown so f ar, that

Project Work / Problem Solving
Both introd uce the real world into the
artif icial cla ssroom that has been ruled by
the artif icia l world of a text book published
in Oxf ord o r Cambridge not ref lecting our
students' experience/way of lif e f or y ears.
Prov ided th at the problem or the project is
based on t he students' knowledge and/or
experience .
Theref ore it is essential that the students
choose the problem/project they want to
do - AND NOT THE TEACHER -
(problems i n 2008)
the challen ge of doing a project motiv ates
the studen ts to v enture into 'unknown
territory ' th us demanding much more of
themselv es than doing a teacher's project
they might block, because it is not theirs.

Student centred learning by means of brainstorming and mind mapping Learning styles ea.mmap - 21.09.2009 -