Teaching Mathematics to Non-sequential Learners (continued)

Division is often quite difficult for these students, since it is usually in a step-by-step fashion and these students are lost after the second step. They are not step-by-step learners. They would learn much more rapidly if they were simply given a divisor, a dividend and a quotient and asked to figure out their own method of arriving at the quotient. Don't ask them to show their steps. Just give them another problem with the solution already worked out and see if their system works. Gradually increase the level of the problems to test their system. This way of teaching is a lot like the methods used in video games. Even in adult life, these individuals will do beautifully if they know the goal of an activity, and are allowed the freedom to find their own methods of getting there.

Timed tests should be avoided, since it takes longer for visual-spatial learners to translate their images into words. Timed activities should only be used if students are competing with themselves rather than others. If a student has continued difficulty completing assignments in the same time frame as classmates, a comprehensive assessment should be conducted to determine if the student has a processing speed problem. The teacher should modify the amount of time given and record those modifications in the student's permanent record. This will assist the student in qualifying to take college board examinations with extended time. With this type of assistance, non-sequential learners can blossom and become highly successful.

Reference

Silverman, L.K. (2002). Upside-down brilliance: The visual-spatial learner. Denver: DeLeon.

Linda Silverman, Ph.D., is a licensed psychologist and director of the Gifted Development Center in Denver, Colorado