By Training Course Material FZE ·
Originally published: 02 April 2021 ·
Last updated: 14 August 2025
Rooms are mixed. Some people want to see it. Others need to try it. A few would rather read quietly and ask questions later. You don’t have to sort everyone into boxes. You can design for variety and let people choose how they learn in the moment.
What “learning styles” means here
- Not a label. A preference that can change with the task.
- Better goal: give two or three ways to take in and use an idea.
- Keep the focus on job use, not personality types.
If you need a solid opener that works for any mix, see the first 30 minutes.
Design once, deliver in multiple ways
Visual (slides, diagrams, demos)
Explain with one clean diagram. Keep text light. Then ask people to draw the same model on a sticky note. Visuals + making = stronger recall.
Auditory (explain, discuss, listen)
Use short talk blocks and pairing. Try a 90‑second explain, then a 2‑minute peer interview. Tips for quieter rooms: engage shy participants.
Kinesthetic (hands‑on)
Give a small task right away. Prototype a script, sketch a workflow, or run a role‑play. Keep reps short and rotate roles.
Verbal (talk it through)
Build in Q&A bursts and one “teach‑back.” Have learners explain the idea in plain words. Prompts here pair well with authentic participation.
Logical (reason, structure)
Add a mini case with constraints. Ask for two options and the trade‑offs. See ideas in use case studies.
Social (learn with others)
Use pairs and trios. Give each person a role: speaker, partner, observer. Switch every few minutes.
Independent (think first)
Let people write for 60–90 seconds before sharing. Offer an optional solo task each hour.
Quick ways to flex in the room
- Choice first. “Pick A (read), B (watch), or C (do) for the next 5 minutes.” Then compare results.
- Switch channel. If energy dips, change the mode: talk → draw → try.
- Make it real. Swap in the group’s context. Personal examples beat generic slides.
- Keep time honest. Shorten talk blocks so practice stays intact. See time control tactics.
Sample 90‑minute plan (multimodal)
| Time | Mode | What happens |
|---|---|---|
| 0–10 | Visual + verbal | One diagram + plain‑language explain. Learners copy the diagram on sticky notes. |
| 10–25 | Social + auditory | Peer interviews (2×4 minutes) using set prompts; harvest one question per pair. |
| 25–55 | Kinesthetic + logical | Mini case with constraints → propose two options → pick one and test. |
| 55–75 | Independent + verbal | Quiet write (90 seconds) → teach‑back in trios. Rotate roles. |
| 75–90 | Retrieval | Lightning check (3–5 items) or a quick PowerPoint review game. Share next‑week uses. |
Trainer’s micro‑checklist
- Plan two ways to learn each big idea: see it / do it (or hear it / say it).
- Give short choices, not long menus.
- Rotate roles so all voices show up.
- Protect practice time. Trim talk blocks to keep a 30/70 split.
- Close with retrieval so it sticks. For formats, see Free Assessment Tools or review game ideas.
Common pitfalls (and fixes)
- Lecturing to “cover” preferences. Switch modes instead.
- One loud voice. Use pair work and rotate an observer role.
- Generic cases. Replace with the group’s context; keep it short.
- Tech dependence. Have a no‑tech backup. See dealing with tech failure.
