Are you a green, blue, grey or a red learner? What about your students? Are you able to take learner profiles into account in your lessons?

Source: many ideas modified from a http://www.pedanet.com/rauma article in Finnish on differentiation ‘Eriyttäminen’

I have already dealt with the first two items below so in this article the focus is on learner profiles and the ways we can take them into account in our lessons.

• Learning styles: auditive, visual and kinesthetic or a combination of them. THIS ARTICLE is an expanded view to learner styles!
• Learning strategies: each of us finding the best ways we can improve our language skills; i.e. what techniques to use to learn new words or how to become a better speaker, etc.
• Learning profiles: due to our personalities and personal characteristics we respond to situations in different ways – something that both we and our teachers should recognize

All students are different and they also learn in different ways. Consequently, one starts to wonder how on earth we can teach them in the same class if they all have their own style of learning.

In CLT methology we believe that the answer lies in

• student-oriented methods and practices in class
• well-planned lessons even if the teacher remains in the role of organizer
• and above all the students being taught and becoming aware of what kind of learning styles, strategies and profiles there are
• then it is up to the students to choose the best ways for them to learn the language better

In other words, we first teach our students these things and then the students will try out any methods, styles or strategies that appeal to them and seem to work for them.

After all, the students themselves are the best judges in how they learn best but they need to know what options/choice they have.

The means how we learn a language does not matter that much but the final practical outcome does. In my school years I learnt more English from songs than ever at school. Everybody’s route is a bit different.

Still, it is very interesting to consider for a moment what the four learner categories below have to offer and how we could take them into account in class.

Read through the learner profiles and think if you have students like it and if you have been able to take them into account in your everyday teaching. Maybe you find yourself in one of the profiles. I found myself to be mostly a red learner with some blue characteristics. In reality we may all be a different combination of these features.

My own conclusions on how to apply this information are at the end of this article.

Green learners …

learn by doing and experimenting
lose interest if the content is too theoretical
get irritated if there is too much pondering
like to move about in class, holistic learners
learn well from models and practical applications
need an adult to guide them
like action as well as pair and group work
can organize practical things
need very clear instructions
like to work with their hands

Blue learners ...

like to discuss and argue
demand to have reasons and justifications for everything
can learn new things even if they talk at the same time
noise does not bother them
are active and quick in actions, like pair and group work
like to move about in class but do not disturb
learn if they are allowed to talk a lot
like to work and sit on a sofa, on the floor but not at a desk
are verbally skillful and alert all the time
are critical about the tasks given

Grey learners ...

observe others and stick in the background
ponder upon issues from many angles
are visual and learn from pictures and drawings
do not like to be in the centre of attention or in a hurry
do not like noise, need peace and quiet around them
are conscientious and careful with their work, good imagination
need a lot of time, lack of time makes them anxious
get nervous in exams and are under-achievers in exams
are slow in raising their hands due to pondering on various views
like learning in small groups with students who are like them

Red learners …

are theoretical, analytical, systematic and logical
want to know exact details, ask; why? what if?
question, ponder on and analyze information
find it difficult to describe feelings
are perfectionists who like to work alone, self-directed
learn best when solving problems or in doing projects
thinkers who are often deep in their own thoughts
demand very clear and logical instructions
appreciate discussions and clearing up background information
like to have order and safety around them

Practical implications of applying learner profiles

The principles below are derived from the CLT methology and from the learner profiles. See if they make sense to you as well.

1. I always have my instructions on the screen in addition to saying them aloud.
2. I use a lot of pair and group work because of effective learning and to allow discussions and to encourage the shy ones to interact socially with the others to boost their self-esteem. Laughter and humorous comments in class are music to my ears.
3. I constantly justify and give reasons why we are going certain things in class. At the same time I reveal my beliefs and the students can challenge them.
4. I randomly vary the composition of the groups to make it possible for the students to get t know each other and to allow them to move about to another table and hope they will express their feelings a lot.
5. I go to help the students who seem to need my guidance even if they are in a group. I follow eagerly even heated discussions in groups and say my own opinion or point out a new thing to them or acknowledge not being an expert in the matter.
6. I control the volume level in the classroom and sometimes allow the students to go and work in the corridor or school library. I let my students listen to music using their headset while working individually.
7. I explain grammatical terms and theoretical terms in layman’s style and I am pleased with low-achievers if they can express themselves in speech or writing using a model which they more or less simply copy.
8. I use visual stimuli (photos, videos and youtube), recorded textbook or internet materials to serve auditive learners and try to keep the kinesthetic learners busy by giving them minor chores and allowing them to move about in the room every now and then.
9. I insist little by little that every student comes in front of the class with his/her group and says something during the presentation: one sentence leading to a five-minute talks on their own.
10. I always tell the students how much time they have for a task, warn them when the time is running out and tell them not to worry if they did not finish the task. As long as they work hard I am pleased.
11. We practise for all exams in a special lesson so the students know what kind of questions will be asked and they have a chance to ask me to clarify things they have not understood. All of this to relieve exam anxiety.
12. I tell the perfectionists that the grades are not the measure of man and that failing is normal in life, not something to be ashamed of.