Visual Learning Style: Key Characteristics and Benefits
May 17, 2024
Visual Learners: Understanding The Visual Learning Style
Recently, in our previous blog post, we spoke about one of the pillars of Crawford International education is a personalised learning journey. Part of that journey involves Crawford’s understanding that students learn in different ways and that quality teaching is most effective when different learning styles are applied, to appeal to the different learning styles of the students.
There are four different ‘styles of learning’ which include: kinaesthetic (touching); reading and writing; auditory (listening) and visual (seeing). Our previous blog focused on auditory learning, which is the process of absorbing and retaining information through listening.
In this blog, however, we are focusing on the Visual style of learning.
What is visual learning?
Visual learning is the ability to absorb and remember information by seeing it. Many different things appeal to a visual learner including movement, colour, brightness, contrast, tone, and spatial awareness.
More than 85% of children are visual learners, and traditional teaching methods were originally created to appeal to the visual learning style. Classrooms are a very good place for a visual learner because they usually include screens or boards, graphs, maps, pictures, and artworks, all of which appeal to this learner.
Is my child a visual learner?
Well, there are some clues that you may pick up when you watch your child play or study, for instance:
- Do they pay attention to small details? Can they pick up if you are wearing new earrings or if you’ve changed your bag?
- Do they close their eyes when they are trying to recall some information?
- Are they particularly good at spelling? Visual learners usually take mental photographs of words in front of them.
- Do they love stationery, including coloured pens, highlighters and sticky notes?.
- Do they gravitate towards a picture book or colouring book rather than a reader?
- Is your child a good organiser? Do they organise their things according to colour, size or maybe even shape?
- Do they like doing jigsaw puzzles and building with Lego?
- Can they recall intricate things they have seen, but find it hard to follow simple instructions that were asked of them?
If you have answered ‘yes’ to more than three of the above, your child is most probably a visual learner.
Advantages and disadvantages of visual learning
Advantages include:
- Good imagination: Visual learners can visualise something in their minds and then re-create that vision on paper through drawing or painting. They are also great at inventing new things or building unique structures out of blocks.
- Classroom heroes: Visual learners do very well in the classroom setting because they respond well to the many visual cues often found in classrooms.
- Plenty of material: Most learning material that is created is visual, so these learners have the benefit of access to the most varied and developed learning material available.
Disadvantages include:
- Daydreamers: Because their attention is on mentally illustrating the concepts that are being taught to them, visual learners may look upwards when they’re thinking hard. This may come across as the child being a daydreamer. They are not.
- Solitary workers: Visual learners tend to work best on their own, so make sure your child has somewhere to work without distraction.
- Zone-out: Visual learners will often ‘zone-out’ of a lesson when there is too much talking. They do not respond well either to podcasts or audio lessons, but rather need hard copy material.
How to learn better as a visual learner
Here are some tips to help your child learn better:
- Help your child make use of mind maps and colour in their work or studying notes, which will help them to organise their thoughts better.
- Encourage them to speed read through course material so their brains can take mental pictures first, then they can go back and read the details carefully. This is called double absorption learning.
- Find YouTube videos or films about study themes, such as Macbeth or The Great Gatsby, where the imagery will assist with information retention and recall.
Extra murals or hobbies for a visual learner:
- Art
- Multi-Media Studies – creating content.
- All sports
- Design – architectural, interior, and outdoor.
- Fashion – making clothes.
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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