Five Students. One Lesson. Different Brains. How Different Learners Experience the Same Classroom Lesson
- Dr. Ashley Devonshire
- Oct 21
- 4 min read
Imagine this: A fourth-grade class sits down to write a short story. The teacher gives the prompt:
“Write a story about a character who discovers something magical.”
For some students, this is exciting and straightforward. For others, it’s overwhelming, confusing, or even panic-inducing.
The difference often comes down to how their brains process information. As a pediatric neuropsychologist, I see how children with different learning profiles can experience the very same lesson in dramatically different ways. Understanding these differences is key to supporting each child effectively.
1. The Verbal Reasoning Strength
Student Profile: High verbal reasoning, strong vocabulary, loves stories and discussions.
Inner Experience: “Yes! I already have a character in mind. I know exactly what happens next. I just need to get it on paper!”
Strengths:
Rich imagination and ability to develop plots quickly
Advanced vocabulary and language organization
Enjoys verbal brainstorming and creative ideas
Challenges:
May become frustrated by spelling, handwriting, or typing if their output skills can’t keep up with their ideas
Might rush through mechanics or skip planning steps
Sometimes struggles when tasks are less open-ended or imaginative (e.g., structured writing or summaries)
Classroom Support Ideas:
Allow brainstorming through verbal discussion or graphic organizers before writing
Offer speech-to-text tools or scribing to help match output to cognitive strengths
Provide reminders to revise and edit at the end
2. The Visual–Spatial Thinker
Student Profile: Strong visual reasoning, loves building, drawing, or puzzles. Might not be as quick verbally.
Inner Experience: “I can picture my story in my head like a movie. But how do I get all these images into words? Where do I start?”
Strengths:
Excellent ability to imagine scenes and spatial relationships
Creative, detailed mental imagery
Often original thinkers who approach problems from unique angles
Challenges:
Translating visual ideas into language can be slow or effortful
Organizing thoughts sequentially (beginning–middle–end) may be tricky
Writing can feel like a barrier to expressing their rich ideas
Classroom Support Ideas:
Use storyboards, comic panels, or visual planners before writing
Allow dictation or verbal rehearsal of the story
Provide structured frameworks for organizing ideas into sequence
3. The Child with ADHD
Student Profile: Bright and creative but struggles with attention regulation, working memory, and task initiation.
Inner Experience: “This could be fun... What was I supposed to do again? Where do I start? How do I start? Why is everyone already halfway through?”
Strengths:
High energy and creativity
Unique, original ideas — often great at “big picture” thinking
May come up with unexpected twists or imaginative plots
Challenges:
Getting started and staying on track
Remembering multiple steps of the instruction
Sustaining mental effort through planning, drafting, and editing
Classroom Support Ideas:
Break tasks into smaller, clearly defined steps
Provide visual checklists or a written version of instructions
Offer movement breaks before and after writing
Allow verbal brainstorming before independent work
4. The Child with Dyslexia
Student Profile: Strong reasoning and creativity, but has difficulty with decoding, spelling, or written expression.
Inner Experience: “I have a great idea but writing it down takes forever. I keep making mistakes and it’s embarrassing. By the time I finish one sentence, everyone else is done with a paragraph.”
Strengths:
Strong problem-solving and reasoning abilities
Often imaginative and insightful thinkers
Capable storytellers verbally
Challenges:
Spelling and handwriting are laborious, making it hard to focus on content
Anxiety or shame may build during writing tasks
May underproduce written work compared to their actual thinking ability
Classroom Support Ideas:
Offer speech-to-text technology or allow oral storytelling before writing
Reduce emphasis on spelling/mechanics during first drafts
Allow extra time or alternative formats for demonstrating knowledge
5. The Anxious Perfectionist
Student Profile: Bright, capable, but hesitant to make mistakes.
Inner Experience: “What if my story isn’t good? What if I spell something wrong? I can’t start until it’s perfect. I need to erase this sentence again…”
Strengths:
Detail-oriented and motivated to do well
Often excellent planners
Capable of very high-quality work when feeling safe and supported
Challenges:
Task initiation can be delayed by fear of imperfection
May erase or rewrite excessively, slowing progress
Anxiety can override cognitive skills during open-ended tasks
Classroom Support Ideas:
Emphasize drafting and revising as part of the process
Normalize mistakes as part of learning
Provide sentence starters or partially structured templates to lower the “blank page” barrier
The Bigger Picture: Same Lesson, Different Brains
This one writing assignment isn’t just about creativity — it involves multiple brain systems at once: language, processing, working memory, planning, attention, fine motor skills, and emotional regulation. Every child’s brain has a unique pattern of strengths and vulnerabilities, which shapes how they experience the same task.
When parents and teachers understand these differences, they can move from “Why does this seem so hard for my child?” to “What supports does this learner need to succeed?”
Takeaway for Parents
If your child consistently struggles with certain kinds of classroom tasks, it doesn’t mean they’re not trying — it may mean their brain is working extra hard in specific areas. A pediatric neuropsychological evaluation can uncover these cognitive profiles in detail, helping families and schools tailor support so every child can show what they know. Contact Devonshire Pediatric Neuropsychology for a free consultation to discover how your child learns best.
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