EDU221VAKtoMatch

Something we ask students to do as a part of the learning/assessment process:
Often two concepts are associated with each other (a state and its capital) and if somebody asks you about one, you should be able to provide the corresponding information.

Examples of a middle school or high school unit in your content area where you would really need this:
(some examples are provided to get you started; brainstorm more)
 * an event and a date(s)
 * vocabulary word in one language and the translation of it in another language

== Examples of typical activities that we do in middle school or high school to accomplish this; how do each of the three learning styles (visual, auditory, kinesthetic) benefit (if indeed they do) from this activity. You can do this in writing or by discussion (or a combination). == (some examples are provided to get you started; brainstorm more)
 * **Activity** || **How a visual learner benefits** || **How an auditory learner benefits** || **How a kinesthetic learner benefits** ||
 * //a worksheet with one half of the partnered information on one side and the other piece on the other half; students are then asked to draw lines connecting the two pieces of information together// || it's a little wimpy, but seeing the information helps a little and the finished product of a diagram (messy though it may be), can benefit a visual learner || not at all || not at all; you could say that by drawing the line the student is making a physical connection between the two pieces of information, but that's pretty weak ||
 * //flashcards with one piece of info on one side and the corresponding piece of info on the other; students can flip through the cards looking at the one side and asking themselves what's on the other side// || because you are "looking," it feels like this would benefit the visual learner, but visual learners really like diagrams, pictures, graphs, etc. if it's all text-based, the visual learner only benefits because typically, they like to read || not at all; if you let them talk the answers out, then it's beneficial for them; even better, let them work with a partner, who will read aloud the one side of the card and they get to say the corresponding information || not at all ||

Consider this activity. Try it out and then discuss with your teammates how each of the three learning styles benefit (if indeed they do) from this activity.
You're trying to learn the names of some Middle Eastern countries and their capital cities. There are 12 cards in this stack, each one has the name of either a country or a capital city. Round 1 (while learning): Lay the cards face up in a 4x3 grid. The person who had to come the farthest to class today gets to go first. When it's your turn, pick two cards that you believe "go together." The team member to the right of you will look at "[|the answer page]" and declare right or wrong...you can even hear the correct pronunciation on this site. If you are correct, you get to keep the two cards. If they don't go together, you return the cards to their place. The player on your left goes next. When cards are removed from the grid, do not rearrange the cards left on the table. When all the cards are removed, the person with the most cards is the winner.

Round 2 (for review): Lay the cards face down in a 4x3 grid. The person who lives the closest to this building gets to go first. When it's your turn, pick two cards to turn over. If they "go together" (the rest of the group can declare right or wrong; when in doubt, the team member to the right of you should look at "[|the answer page]" and declare right or wrong), you keep those two cards **and get another turn**. If they don't go together, your turn is over and it's now the turn of the player to your left. When cards are removed from the grid, do not rearrange the cards left on the table. When all the cards are removed, the person with the most cards is the winner.
 * **How a visual learner benefits** || **How an auditory learner benefits** || **How a kinesthetic learner benefits** ||

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