The best way for auditory left-brain learners to learn is by hearing the new material presented in the form of language, either words or numbers, in a detailed, step-by-step way.

They also think by speaking their thoughts aloud and conversing aloud with others. They are sensitive to the quality of other people’s speech, noticing mistakes in dialogue, such as grammar, poor usage of words, repetitive phrases, and poor delivery.

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Auditory right-brain learners learn best through hearing and are attuned to sounds, music, rhythms, tones of voice, and strong sensory words that give an overview of the big picture.  This group is sensitive to sounds that others miss, and they are bothered by any dissonant sounds.  They are attracted to beautiful sounds and pleasing voices and are repelled by annoying and grating sounds such as sirens, drills or irritating voices.

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Kinesthetic left-brainers think in an organized, systematic way and learn through moving their large motor muscles.

They need to move a great deal and are restless when they have to stay in one place.  If they are forced to stay in one seat too long they will begin to move or rock in the seat, kick their legs, or get out of the seat spontaneously.  If they are given the opportunity to use their body, they will actually stick to a task with great concentration; it is when they are denied movement that they find some other outlet for their kinesthetic needs that may not be productive.
They are going to move anyway – whether restricted or not, so at least lessons should be structured in a way that includes movement as a positive part of their learning.

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Kinesthetic right-brain learners learn by moving their gross motor muscles in a creative, imaginative, free-flowing, and unstructured way.  They do not think in terms of words, but get information intuitively.

They become highly restless if forced to stay still or remain in one place too long.  They will feel so constrained and physically stressed that they start to move around anyway.  Their need to keep moving, and changing activities may make them look hyperactive to others.  It is actually when they are denied movement they look distracted.  It is better to give them movement activities related to the learning task, such as learning games, exercises, or simulations.  Then they will be able to concentrate as well as people of other styles do when working according to style.

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Tactile left-brainers learn sequentially through the symbolic language of letters, numbers and words.  They also learn by using their hands and fingers, their sense of touch, and their emotions.  They often hold a pen or pencil and write to help them think and listen better.  If they are told to put their pen away, they will find some other object!

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Tactile right-brain learners are sensitive people who tend to think globally.  They look at the big picture or overview, and they learn using their hands and fingers, their sense of touch, and their emotions.  They use intuition, imagination, language that expresses feelings, and sensory words.  They are adept at reading nonverbal communication and also express themselves in a non-verbal way by making faces or sounds of pleasure and displeasure, or by gesticulating.  They are sensitive to others’ feelings and their own are easily hurt.  They are moved by sad or touching parts of movies and books.

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Visual left-brain learners take in visual information and convert it into symbols or language, such as letters, numbers, words or ideas.
They pay particular attention in an environment to printed matter – letters, words or numbers.
They think in a step-by-step way, attending to one detail at a time, and file in a systematic way, alphabetically, numerically or chronologically.

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Visual right-brain learners take in information through their eyes and are attuned to images, pictures, graphics, colours, shapes, designs, sizes and spatial relations.  They process and think about this stimuli in a simultaneous way, seeing the whole picture at once.  Only after they focus on the big picture can they focus on the details.

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