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Visual-Spatial and Auditory-Sequential Learners Identifying Visual-Spatial and Auditory-Sequential Learners: A validation Study Linda Kreger Silverman At the beginning of the 20th century, students sat in rows, and learned the same lessons in the same manner as their classmates. The only means of differentiation was pace of learning. In one-room schoolhouses, children were often allowed to progress to the next level when they had completed the current one. The concept of continuous progress was particularly beneficial for gifted students; it is recently being rediscovered. An educational innovation toward the end of the century was the recognition that students learn differently from each other. With this revelation came the introduction of personality types, learning styles, and multiple intelligences as means of adapting to the individual differences of the student body. As we enter a new millennium, differentiation has become enormously important in the delivery of services to all students.
Visual-Spatial and Auditory-Sequential Learners Identifying Visual-Spatial and Auditory-Sequential Learners: A Validation Study Linda Kreger Silverman
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