Auditory learners thrive in conversation. Talking through and questioning, at the right time, are ways in which they will process events and information. They might benefit from the instruction before practise or even a reversal in roles, where they talk you through what they will do, while you perform the task that they instruct.
Advising them to bring a dicta-phone or similar recording device could help them to make progress in between lessons as well as watching and listening to video clips. They might respond in conversation with language like ‘I hear what you’re saying’ or ‘that rings a bell’.
For theory, they might again use a dicta-phone, reading aloud and listening back, transferring the knowledge verbally whilst driving can help them make connections between theory and reality.
Reflection should take the form of conversation, both parties being involved where necessary with a good level of Q&A, particularly around emotions linked to behaviour and performance. An instructor with a high level of active listening skills would benefit these pupils, paraphrasing and repeating back the information to the client in their own words will help them to clarify the learning outcome. Auditory learners make up about 30% of the population.