Preferred Learning Styles

Some educators believe that different children have different learning styles and that the most effective way to teach them is according to their particular learning style. There is no doubt that a left brain dominant child likes sequence, order and is happy to learn lists and functions. Whereas a right brain dominant child may be turned off by this teaching approach. They might respond better to a more tactile, visual and three dimensional approaches. It is also possible that a child’s preferred learning style may change from subject to subject and over time. This can make it quiet difficult for a teacher, particularly if they are teaching a class of 30+ children of varying abilities.

The ImaginationGYM® Methodology uses the approach of strengthening whole brain learning so a child can learn in either teaching environment. This is particularly true of the imagination exercises. For example whenever a listener has to make a construction in their imagination such as a bridge or a house (The Enchanted Forest), it would appear that they are exercising their left brain only. There is a sequence and order to where the doors, windows, roof, etc are placed. However they are constructing their image in an imaginary spatial environment of a garden, with surrounding forest and pathways, all this being quiet a right brain activity. As both exercises are concurrent the effect is an integrated whole brain activity. Repetition of exercises like this helps improve whole brain practices.

Many of the ImaginationGYM® exercises will help educators and parents identify their child’s preferred learning style. For example The Enchanted Forest Activity Book has symbols on each page indicating whether it is left, right or an integrated brain activity. Please note though these are indicative not diagnostic. Some ImaginationGYM® activities cost only a few dollars and cannot be treated as diagnostic tools. However an experienced teacher or an intuitive parent may find the feedback helpful if they are experiencing learning difficulties with a child.