![]() The predominantly Abstract Sequential learning style student To keep them motivated give them praise, but also offer a tangible reward – something they can literally hold in their hand – like candy, stickers or extra allowance. The CS student enjoys charts and checklists that allow them to mark their progress.Encourage your student to ask the teacher for written descriptions of assignments (if these seem to be lacking) or, if needed, an example completed to the standard the teacher is hoping for.Help them learn that changes in routine are to be expected, and usually won’t have serious impacts. Encourage your CS child to be more flexible.Group assignments, or assignments requiring extrapolation or creativity will be far more intimidating than individual assignments and straightforward worksheets.They need to know exactly what is expected of them. Vague instructions or assignments confuse and stress these students.A spontaneous, creative teacher or parent who loves to switch things up with surprise activities may not realize how insecure this can make a CS child feel. Abrupt changes in routine and inconsistent rules will unsettle a CS student.They’ll demand to know what the rules are, and quickly point out anyone not following them! They are well organized and prefer an organized work environment, and thrive when expectations are clear and the routine is predictable. They like fine-tuning information or ideas to make them more efficient or economical. Prefers to deal with concrete, observable factsĪbsorbs and stores information in a logical, step-by-step (a.k.a sequential) mannerĭescriptors: Hardworking, systematic, accurate and detail orientedĭefining motto: Let me deal with the factsĪ Concrete Sequential student has a practical bent. The predominantly Concrete Sequential learning style student Here’s a quick look at just a few areas of difficulty Ulrich Tobias has identified for each learning style, together with some pointers from her on how parents can help children who strongly match a specific learning style. Gregorc’s original Mind Styles TM model – helps parents make sense of four distinct learning styles. Ulrich Tobias’ book Every Child Can Succeed, in particular – which builds on Anthony F. Her books The Way They Learn, I Hate School and Every Child Can Succeed have served as welcome primers, teaching parents new lessons about how to help their children succeed in school. A parent who remains relatively relaxed in a test situation, for example, might never realize that their teen finds the stress of exams almost unbearable.įor over 25 years teacher and author Cynthia Ulrich Tobias has been setting parents’ misperceptions straight, helping parents see where there might be a mismatch between their learning style and their child’s. We never suspect that the methods we love may be creating extra hurdles for at least one of our children.Įven worse, never-guessed-at differences between our learning experience and our child’s learning experience can mean we fail to recognize points of real crisis for our child. We try to help our children in the best way we know how, and very often that "best way" includes insisting on learning strategies that worked for us as students. When it comes to helping kids with school work, many well-meaning parents encounter frustrations similar to Lisa’s. Our learning strategies may not help our child He’d much rather just get on with the next math problem. It takes real effort for him to try to "slow down" his mind and notice all the steps in the process, some of which, for him, are unconscious. It’s not so for her son though.Īndrew’s quick mind solves math problems almost by intuition. To her, writing out the steps in a math problem is second nature. Lisa learns best by processing information in a logical, step-by-step manner. ![]() But Lisa doesn’t realize it, because she’s unaware that the way she learns is very different from the way that Andrew learns. In actual fact, that is a big ask of her son. After all, is writing out all his work really a lot to ask? Andrew’s resistance to showing his math calculations has Lisa perplexed and – truth be told – more than a little annoyed. Now, Lisa’s trying to help her son by making him do the same. When she was a student, she was taught to write down all the steps in solving a math problem. He just shrugs and says, "As long as the answers are correct, what does it matter?" Despite frequent reminders, Andrew steadfastly refuses to show how he derived his solutions. Lisa can’t understand her son Andrew’s approach to his math worksheets.
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