LO 1 - Information Sheet 1.1-5 Characteristics of Learners

12/15/21, 4:37 PM LO 1 : Information Sheet 1.
1-5 Characteristics of Learners
LO 1 : Information Sheet 1.1-5 Characteristics of Learners
Site: TESDA PROVINCIAL TRAINING CENTER - IBA Printed by: KEN C. BALINTAY
Course: TRAINERS METHODOLOGY LEVEL 1 Date: Wednesday, 15 December 2021, 8:35 AM
Book: LO 1 : Information Sheet 1.1-5 Characteristics of Learners
https://tesda3ptciba.gnomio.com/mod/book/tool/print/index.php?id=40 1/18
12/15/21, 4:37 PM LO 1 : Information Sheet 1.1-5 Characteristics of Learners
Description
INFORMATION SHEET 1.1-5
Characteristics of Learners
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST
be able to
determine the different characteristics of
trainees.
One of the most important data that

you must have when planning training sessions is the characteristics of your
trainees. In CBT, we
consider individual
differences in training because CBT is self-paced. The design of training and instructional
materials should therefore suit
characteristics of each trainee.
This lesson will discuss the

different characteristics that you should know about your learner so that you
will be able to plan training for
each of them.
CHARACTERISTICS OF
LEARNERS
One important part of planning a

training session is to analyze trainees so that the training suits their:
1. ability level
2. learning styles & preferences
3. motivations and
4. interests because they are the bases
in choosing the methodologies to be used by the trainer.
It
is important to note that:
a.
One of the key features of
competency-based training is that, it is customized and personalized. This is
difficult to achieve if trainers are not
aware of, either, the differences
among trainees, or, how they may be able to work with these trainees to address
their specific needs to allow
them to demonstrate competence.
b.
While the issues are diverse, the
solutions are frequently applicable across different topics.
c.
Not all issues for trainers are issues
for trainees.
d.
By altering some simple components of
training, issues can be resolved; e.g. language issues - having assessment in
the local language
rather than in English.
TRAINEE’S
CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING SESSION
Characteristics of
trainees
What does this mean to the
plan?
Language,
literacy and This
influences the methods you can use and the activities
numeracy (LL&N) and tasks that are
suitable to the training and the trainee. You
must be prepared for different
LL&N levels and must have
numerous resources available for different
requirements.
Be
aware of different cultural backgrounds and practices.

Cultural
background
There
maybe activities that you choose which are
inappropriate because of cultural
background and practices.
Education
and general General
education levels are helpful for you to know at what
knowledge level to pitch the
delivery of the session.
The
whole plan is affected if you have a group of all female,
Gender all male or a
mixture if there are activities that involve
demonstration, role play and so
on
Age
can affect the plan depending on what
is delivered, how
Age
it is delivered and at what pace it is delivered
Be
aware of any trainee who is less able than others to
Physical
ability
perform physical tasks
before the beginning of the session''
Previous
experience with
Different
levels of experience can be useful, and to plan well
the topic
ahead, you should know
who has what experience so it can
be used to you and other trainees’
advantage

Previous
learning It
is helpful if you have knowledge of trainees’ general
experience attitudes towards
learning
This
helps you identify other trainings attended by your
Training
level completed
prospective students
You
may use their special training and ability in some special
Special
courses
arrangements/assignments during training
Learning
style A
trainee could be auditory, visual or kinesthetic
This
refers to special needs that would be requested by the
Other
needs
trainees. e.g.
schedule for working student, single parent,
LEARNING
STYLES
Some trainees sit through hours of

lectures and retain all the information presented while others benefit more
from hands-on lab classes.
Reason? Trainees have different learning styles,
which present both trainers and students with a problem when classes are taught
in one set
way that might only benefit one kind of learner. Trainees can
however, help themselves by finding out what kind of learner style they belong
to
and customize their study habits to that particular style.

There are three major groups
of learners, which are Kinesthetic, Visual and Auditory. These groups represent
three very different kinds of
trainees, who are all presented with difficulties
during their education.
Most of the time trainees have

combinations of these learning styles.
I. Visual Learner

The visual learner will often lose focus during long oral lectures,
especially if these are not accompanied by drawings and illustrations. The
visual learner takes mental pictures of information given, so in order for this
kind of learner to retain information, oral or written, presentations of
new
information must contain diagrams and drawings, preferably in color. The visual
learner can't concentrate with a lot of activity around him
and will focus
better and learn faster in a quiet study environment.
Visual learners are often:
1.
Good spellers
2.
Fast readers
3.
Great at seeing the
big picture but often forget smaller details
4.
Good at remembering
faces but have a hard time remembering names
The visual learner will benefit from:
1.
Color-coded notes
2.
Using drawings to
illustrate
3.
Outlining information
4.
Using mind maps and
flash cards
II. Kinesthetic Learner
Kinesthetic learners are described as

the students in the classroom, who have problems sitting still and who often
bounce their legs while
tapping their fingers on the desks. They are often
referred to as hyperactive students with concentration issues.

Kinesthetic learners are often:

Gifted performers

Naturally athletic
To get the most of an education the

kinesthetic learner can:
1.
Choose classes with
hands-on labs
2.
Study with (loud)
music in the background
3.
Use memory and flash
cards
4.
Study in small groups
5.
Take breaks often
during study
III. Auditory Learner
For the auditory learner, oral

presentations are crucial for understanding a subject, as this kind of learner
has the ability to remember
speeches and lectures in detail but has a hard time
with written text. Having to read long texts is pointless and will not be
retained by the
auditory learner unless it is read aloud.
The auditory learner often has:
1.
Strong language
skills
2.
A well-developed
vocabulary
3.
The ability to follow
spoken directions well
4.
A hard time
remembering faces but easily remembers names
For the auditory

learner to get the most out of classes it can be helpful to:
1.
Record lectures
2.
Use word associations
3.
Listen to audiotapes
4.
Read notes aloud
5. Sit in the front of the

class where the teacher can easily be seen and heard.
6. Study and discuss subjects with other student
The structured questionnaire below

was prepared as a data gathering tool to help determine trainees’
characteristics. Let trainees answer
these questions before answering the data gathering instrument for
determining trainees’ characteristics.
What's Your Learning

Style?
For these questions, choose the first

answer that comes to mind and click on a, b, or c. Do not spend too much time
thinking about any
one question.
1.
When you study for a
test, would you rather
A.
read notes, read
headings in a book, and look at diagrams and illustrations?
B.
have someone ask you
questions, or repeat facts silently to yourself?
C.
write things out on
index cards and make models or diagrams?
2.
Which of these do you
do when you listen to music?
A.
daydream (see things
that go with the music)
B.
hum a along
C.
move with the music,
tap your foot, etc.
3.
When you work at
solving a problem do you
A.
make a list, organize
the steps, and check them off as they are done?
B.
make a few phone
calls and talk to friends or experts?
C.
make a model of the
problem or walk through all the steps in your mind?
4.
When you read for
fun, do you prefer
A.
a travel book with a
lot of pictures in it?
B.
a mystery book with a
lot of conversation in it?
C.
a book where you
answer questions and solve problems?
5.
To learn how a
computer works, would you rather
A.
watch a movie about
it?
B.
listen to someone
explain it?
C.
take the computer
apart and try to figure it out for yourself?
6.
You have just entered
a science museum, what will you do first?
A.
look around and find
a map showing the locations of the various exhibits.
B.
talk to a museum
guide and ask about exhibits.
C.
go into the first
exhibit that looks interesting, and read directions later.
7.
What kind of restaurant would you rather not
go to?
A.
one with the lights
too bright
B.
one with the music
too loud
C.
one with
uncomfortable chairs
8.
Would you rather go
to
A.
an art class?
B.
a music class?
C.
an exercise class?
9.
Which are you most
likely to do when you are happy?
A.
grin
B.
shout with joy
C.
jump for joy
10.
If you were at a party, what would you be most likely to remember the
next day?
A.
the faces of the
people there, but not the names
B.
the names but not the
faces
C.
the things you did
and said while you were there
11.
When you see the word "d - o - g", what do you do first?
A.
think of a picture of
a particular dog
B.
say the word
"dog" to yourself silently
C.
sense the feeling of
being with a dog (petting it, running with it, etc.)
12.When
you tell a story, would you rather
A.
write it?
B.
tell it out loud?
C.
act it out?
13. What is most distracting for you when you are trying to concentrate?

A.
visual distractions
B.
noises
C.
other sensations
like, hunger, tight shoes, or worry
14. What are you most likely to do when you

are angry?
A.
cowl
B.
shout or "blow
up"
C.
stomp off and slam
doors
15. When you aren't sure how to spell a

word, which of these are you mostlikely to do?
A.
write it out to see
if it looks right
B.
sound it out
C.
write it out to see
if it feels right
16. Which are you most likely to do when
standing in a long line at the movies?
A.
look at posters
advertising other movies
B.
talk to the person
next to you
C.
tap your foot or move
around in some other way
TO DETERMINE YOUR LEARNING

STYLE:
Total your
a's, b's, and c's. If you scored
mostly
A's you may have a visual learning

style.
B’s you may have an auditory

learning style.
C’s you may have a kinesthetic

learning style
Kolb's Learning
Inventory
Kolb’s learning inventory of learning

styles describes a learning process and a style with the emphasis on the need
for learning to be
grounded in experience, and the importance of a person being
active in learning. It provides guidance in situations where learner
differences
play a role in communication and human interaction. The model
provides ways to gauge personal inclinations toward learning, and offers a
clear
and actionable way to accommodate learners in learning environments.
There are 4 main styles. Most people have a preference for 1 or 2
styles.
In the United Kingdom, Honey and

Mumford (1992) built on David Kolb’s innovative work and offered a model of
learning preferences
using the descriptions Activist, Reflector, Theorist and
Pragmatist.
Activist
Learns by having a go
They perceive information concretely

and process it actively. They integrate experience and application. They learn
by trial and error.
They believe in self discovery. They are enthusiastic about
new things. They are adaptable, even relish change. They excel when flexibility
is
needed. They often reach accurate conclusions in the absence of logical
reason. They are risk takers. They are at ease with people. They
enrich reality
by taking what is and adding to it. Sometimes they are seen as manipulative and
pushy.
Their philosophy is: “I’ll try anything

once.”
Reflector
Learns most from activities where

they can watch, listen and then review what has happened.

and process it reflectively. They integrate experience with the Self. They
learn by listening and
sharing ideas. They are imaginative thinkers who believe
in their own experience. They excel in viewing direct experience from many
perspectives. They value insightful thinking. They work for harmony. They need
to be personally involved, seek commitment. Are interested in
people and
culture. They are thoughtful people who enjoy observing others. They absorb
reality. They seem to take in the atmosphere almost
like osmosis.
Their philosophy is to be cautious,

to consider all possible angles and implications before making a move. “I
need more information.”

Theorist
Learns most when ideas are linked

to existing theories and concepts.

They perceive information abstractly

and process it reflectively. They form theories and concepts by integrating
their observations into
what is known. They seek continuity. They need to know
what the experts think. They learn by thinking through ideas. They value
sequential
thinking. Need details. They critique information and collect data.
They are thorough and industrious. They will re-examine the facts if situations
perplex them. They enjoy traditional classrooms. Schools are made for them.
They are more interested in ideas then people. They prefer to
maximise
certainty and are uncomfortable with subjective judgements.
Their philosophy prizes rationality

and logic: “If it’s logical, it’s good.”
Pragmatist
Learns most from learning activities

that are directly relevant to their situation.

and process it actively. They integrate theory and practice. They learn by
testing theories and applying
common sense. They are pragmatists, they believe
if something works, use it. They are down-to-earth problem solvers who resent being
given
answers. They do not stand on ceremony but get right to the point. They
have a limited tolerance for fuzzy ideas. They value strategic thinking.
They
are skills-oriented. They experiment and tinker with things. They need to know
how things work. They edit reality, cut right to the heart of
things. Sometimes
they seem bossy and impersonal.
Their philosophy is: “There is

always a better way.” “If it works, it’s good.”
Table of contents
INFORMATION SHEET 1.1-5
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST
be able to
determine the different characteristics of
trainees.
One of the most important data that

you must have when planning training sessions is the characteristics of your
trainees. In CBT, we
consider individual
differences in training because CBT is self-paced. The design of training and instructional
materials should therefore suit
characteristics of each trainee.
This lesson will discuss the

different characteristics that you should know about your learner so that you
will be able to plan training for
each of them.
CHARACTERISTICS OF
LEARNERS
One important part of planning a

training session is to analyze trainees so that the training suits their:
1. ability level
2.
learning styles & preferences
3.
motivations and
4.
interests because they are the bases
in choosing the methodologies to be used by the trainer.
It
is important to note that:
a.
One of the key features of
competency-based training is that, it is customized and personalized. This is
difficult to achieve if
trainers are not aware of, either, the differences
among trainees, or, how they may be able to work with these trainees to address
their
specific needs to allow them to demonstrate competence.
b.
While the issues are diverse, the
solutions are frequently applicable across different topics.
c. Not all issues for trainers are issues

for trainees.
d.
By altering some simple components of
training, issues can be resolved; e.g. language issues - having assessment in the local
language rather than in English.
TRAINEE’S
CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A TRAINING SESSION
Characteristics of
trainees
What does this mean to the
plan?
Language,
literacy and This
influences the methods you can use and the activities
numeracy (LL&N) and tasks that are
suitable to the training and the trainee. You
must be prepared for different
LL&N levels and must have
numerous resources available for different
requirements.
Be
aware of different cultural backgrounds and practices.

Cultural
background
There
maybe activities that you choose which are
inappropriate because of cultural
background and practices.
Education
and general General
education levels are helpful for you to know at what
knowledge level to pitch the
delivery of the session.
The
whole plan is affected if you have a group of all female,
Gender all male or a
mixture if there are activities that involve
demonstration, role play and so
on
Age
can affect the plan depending on what
is delivered, how
Age
it is delivered and at what pace it is delivered
Be
aware of any trainee who is less able than others to
Physical
ability
perform physical tasks
before the beginning of the session
Previous
experience with
Different
levels of experience can be useful, and to plan well
the topic
ahead, you should know
who has what experience so it can
be used to you and other trainees’
advantage

Previous
learning It
is helpful if you have knowledge of trainees’ general
experience attitudes towards
learning
This
helps you identify other trainings attended by your
Training
level completed
prospective students
You
may use their special training and ability in some special
Special
courses
arrangements/assignments during training
Learning
style A
trainee could be auditory, visual or kinesthetic
This
refers to special needs that would be requested by the
Other
needs
trainees. e.g.
schedule for working student, single parent,
LEARNING
STYLES
Some trainees sit through hours of

lectures and retain all the information presented while others benefit more
from hands-on lab classes.
Reason? Trainees have different learning styles,
which present both trainers and students with a problem when classes are taught
in one set
way that might only benefit one kind of learner. Trainees can
however, help themselves by finding out what kind of learner style they belong
to
and customize their study habits to that particular style.

There are three major groups
of learners, which are Kinesthetic, Visual and Auditory. These groups represent
three very different kinds of
trainees, who are all presented with difficulties
during their education.
Most of the time trainees have

combinations of these learning styles.
I. Visual Learner

The visual learner will often lose focus during long oral lectures,
especially if these are not accompanied by drawings and illustrations. The
visual learner takes mental pictures of information given, so in order for this
kind of learner to retain information, oral or written, presentations of
new
information must contain diagrams and drawings, preferably in color. The visual
learner can't concentrate with a lot of activity around him
and will focus
better and learn faster in a quiet study environment.
Visual learners are often:
1.
Good spellers
2.
Fast readers
3.
Great at seeing the
big picture but often forget smaller details
4.
Good at remembering
faces but have a hard time remembering names
The visual learner will benefit from:
1.
Color-coded notes
2.
Using drawings to
illustrate
3.
Outlining information
4.
Using mind maps and
flash cards
II. Kinesthetic Learner
Kinesthetic learners are described as

the students in the classroom, who have problems sitting still and who often
bounce their legs while
tapping their fingers on the desks. They are often
referred to as hyperactive students with concentration issues.

Kinesthetic learners are often:

Gifted performers

Naturally athletic
To get the most of an education the

kinesthetic learner can:
1.
Choose classes with
hands-on labs
2.
Study with (loud)
music in the background
3.
Use memory and flash
cards
4.
Study in small groups
5.
Take breaks often
during study
III. Auditory Learner
For the auditory learner, oral

presentations are crucial for understanding a subject, as this kind of learner
has the ability to remember
speeches and lectures in detail but has a hard time
with written text. Having to read long texts is pointless and will not be
retained by the
auditory learner unless it is read aloud.
The auditory learner often has:
1.
Strong language
skills
2.
A well-developed
vocabulary
3.
The ability to follow
spoken directions well
4.
A hard time
remembering faces but easily remembers names
For the auditory

learner to get the most out of classes it can be helpful to:
1.
Record lectures
2.
Use word associations
3.
Listen to audiotapes
4.
Read notes aloud
5.
Sit in the front of
the class where the teacher can easily be seen and heard.
6. Study and discuss subjects with other students
The structured questionnaire below

was prepared as a data gathering tool to help determine trainees’
characteristics. Let trainees answer
these questions before answering the data gathering instrument for
determining trainees’ characteristics.
What's Your Learning

Style?
For these questions, choose the first

answer that comes to mind and click on a, b, or c. Do not spend too much time
thinking about any
one question.
1.
When you study for a
test, would you rather
A.
read notes, read
headings in a book, and look at diagrams and illustrations?
B.
have someone ask you
questions, or repeat facts silently to yourself?
C.
write things out on
index cards and make models or diagrams?
2.
Which of these do you
do when you listen to music?
A.
daydream (see things
that go with the music)
B.
hum a along
C.
move with the music,
tap your foot, etc.
3.
When you work at
solving a problem do you
A.
make a list, organize
the steps, and check them off as they are done?
B.
make a few phone
calls and talk to friends or experts?
C.
make a model of the
problem or walk through all the steps in your mind?
4.
When you read for
fun, do you prefer
A.
a travel book with a
lot of pictures in it?
B.
a mystery book with a
lot of conversation in it?
C.
a book where you
answer questions and solve problems?
5.
To learn how a
computer works, would you rather
A.
watch a movie about
it?
B.
listen to someone
explain it?
C.
take the computer
apart and try to figure it out for yourself?
6.
You have just entered
a science museum, what will you do first?
A.
look around and find
a map showing the locations of the various exhibits.
B.
talk to a museum
guide and ask about exhibits.
C.
go into the first
exhibit that looks interesting, and read directions later.
7.
What kind of restaurant would you rather not
go to?
A.
one with the lights
too bright
B.
one with the music
too loud
C.
one with
uncomfortable chairs
8.
Would you rather go
to
A.
an art class?
B.
a music class?
C.
an exercise class?
9.
Which are you most
likely to do when you are happy?
A.
grin
B.
shout with joy
C.
jump for joy
10.
If you were at a party, what would you be most likely to remember the next day?
A.
the faces of the
people there, but not the names
B.
the names but not the
faces
C.
the things you did
and said while you were there

11.
When you see the word "d - o - g", what do you do first?
A.
think of a picture of
a particular dog
B.
say the word
"dog" to yourself silently
C.
sense the feeling of
being with a dog (petting it, running with it, etc.)
12.When
you tell a story, would you rather
A.
write it?
B.
tell it out loud?
C.
act it out?
13. What is most distracting for you when you are trying to concentrate?

A.
visual distractions
B.
noises
C.
other sensations
like, hunger, tight shoes, or worry
14. What are you most likely to do when you

are angry?
A.
cowl
B.
shout or "blow
up"
C.
stomp off and slam
doors
15. When you aren't sure how to spell a

word, which of these are you most
likely to do?
A.
write it out to see
if it looks right
B.
sound it out
C.
write it out to see
if it feels right
16. Which are you most likely to do when

standing in a long line at the movies?
A.
look at posters
advertising other movies
B .
talk to the person
next to you
C.
tap your foot or move
around in some other way
TO DETERMINE YOUR LEARNING

STYLE:
Total your
a's, b's, and c's. If you scored
mostly
A's you may have a visual learning

style.
B’s you may have an auditory

learning style.
C’s you may have a kinesthetic

learning style
Kolb's Learning
Inventory
Kolb’s learning inventory of learning

styles describes a learning process and a style with the emphasis on the need
for learning to be
grounded in experience, and the importance of a person being
active in learning. It provides guidance in situations where learner
differences
play a role in communication and human interaction. The model
provides ways to gauge personal inclinations toward learning, and offers a
clear
and actionable way to accommodate learners in learning environments.
There are 4 main styles. Most people have a preference for 1 or 2
styles.
In the United Kingdom, Honey and

Mumford (1992) built on David Kolb’s innovative work and offered a model of
learning preferences
using the descriptions Activist, Reflector, Theorist and
Pragmatist.
Activist
Learns by having a go

and process it actively. They integrate experience and application. They learn
by trial and error.
They believe in self discovery. They are enthusiastic about
new things. They are adaptable, even relish change. They excel when flexibility
is
needed. They often reach accurate conclusions in the absence of logical
reason. They are risk takers. They are at ease with people. They
enrich reality
by taking what is and adding to it. Sometimes they are seen as manipulative and
pushy.
Their philosophy is: “I’ll try anything

once.”
Reflector
Learns most from activities where

they can watch, listen and then review what has happened.

and process it reflectively. They integrate experience with the Self. They
learn by listening and
sharing ideas. They are imaginative thinkers who believe
in their own experience. They excel in viewing direct experience from many
perspectives. They value insightful thinking. They work for harmony. They need
to be personally involved, seek commitment. Are interested in
people and
culture. They are thoughtful people who enjoy observing others. They absorb
reality. They seem to take in the atmosphere almost
like osmosis.
Their philosophy is to be cautious,

to consider all possible angles and implications before making a move. “I
need more information.”
Theorist
Learns most when ideas are linked

to existing theories and concepts.

and process it reflectively. They form theories and concepts by integrating
their observations into
what is known. They seek continuity. They need to know
what the experts think. They learn by thinking through ideas. They value
sequential
thinking. Need details. They critique information and collect data.
They are thorough and industrious. They will re-examine the facts if situations
perplex them. They enjoy traditional classrooms. Schools are made for them.
They are more interested in ideas then people. They prefer to
maximise
certainty and are uncomfortable with subjective judgements.
Their philosophy prizes rationality

and logic: “If it’s logical, it’s good.”
Pragmatist
Learns most from learning activities

that are directly relevant to their situation.

and process it actively. They integrate theory and practice. They learn by
testing theories and applying
common sense. They are pragmatists, they believe
if something works, use it. They are down-to-earth problem solvers who resent being
given
answers. They do not stand on ceremony but get right to the point. They
have a limited tolerance for fuzzy ideas. They value strategic thinking.
They
are skills-oriented. They experiment and tinker with things. They need to know
how things work. They edit reality, cut right to the heart of
things. Sometimes
they seem bossy and impersonal.
Their philosophy is: “There is

always a better way.” “If it works, it’s good.”

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LO 1 - Information Sheet 1.1-5 Characteristics of Learners

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12/15/21, 4:37 PM LO 1 : Information Sheet 1.

1-5 Characteristics of Learners

LO 1 : Information Sheet 1.1-5 Characteristics of Learners

INFORMATION SHEET 1.1-5

One of the most important data that

This lesson will discuss the

One important part of planning a

Some trainees sit through hours of

Most of the time trainees have

Visual learners are often:

The visual learner will benefit from:

II. Kinesthetic Learner

Kinesthetic learners are described as

To get the most of an education the

III. Auditory Learner

For the auditory learner, oral

The auditory learner often has:

For the auditory

5. Sit in the front of the

6. Study and discuss subjects with other student

The structured questionnaire below

What's Your Learning

For these questions, choose the first

next day?

14. What are you most likely to do when you

15. When you aren't sure how to spell a

TO DETERMINE YOUR LEARNING

A's you may have a visual learning

B’s you may have an auditory

C’s you may have a kinesthetic

Kolb’s learning inventory of learning

In the United Kingdom, Honey and

Learns by having a go

They perceive information concretely

Their philosophy is: “I’ll try anything

Learns most from activities where

They perceive information concretely

Their philosophy is to be cautious,

Learns most when ideas are linked

They perceive information abstractly

Their philosophy prizes rationality

Learns most from learning activities

They perceive information abstractly

Their philosophy is: “There is

INFORMATION SHEET 1.1-5

One of the most important data that

This lesson will discuss the

One important part of planning a

1. ability level

c. Not all issues for trainers are issues

Some trainees sit through hours of

Most of the time trainees have

Visual learners are often:

The visual learner will benefit from:

II. Kinesthetic Learner

Kinesthetic learners are described as

To get the most of an education the

III. Auditory Learner