Chapter 3 learning styles
- 1. Learning About Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Other © 2012 Wadsworth, Cengage Learning
- 2. You’re About to You’re About to Discover… Discover… • Ho w l ear n i n g ch an g e • H ow s your b people rain are inte • Ho w lligent i you lea n differ rn t h ro u en t w a y gh your s • Ho w sen ses t o b ec o me a m ore effic effectiv ient and e learne r • Ho w your pe rsonalit learning y type c style a n af f ec t your © 2012 Wadsworth, Cengage Learning
- 3. Tammy Ko p. 48-49 © 2012 Wadsworth, Cengage Learning
- 4. Create the Best Conditions for Learning Create the Best Conditions for Learning 1. You’re intrinsically motivated to learn material that is appropriately challenging. 2. You’re appropriately stressed, but generally relaxed. 3. You enter into a state researchers call “flow” and are totally absorbed in what you’re doing. It is not the answer that enlightens, but the question. Eugene Ionesco, Romanian and French playwright © 2012 Wadsworth, Cengage Learning
- 5. Create the Best Conditions for Learning Create the Best Conditions for Learning 4. You’re curious about what you’re learning and you look forward to it. 5. You’re slightly confused, but only for a short time. 6. You search for personal meaning and patterns. 7. Your emotions are involved, not just your mind. It is what we think we know already that often prevents us from learning. © 2012 Wadsworth, Cengage Learning Claude Bernard, French physiologist
- 6. Create the Best Conditions for Learning Create the Best Conditions for Learning 8. You realize that as a learner you use what you already know in constructing new knowledge. 9. You understand that learning is both conscious and unconscious. 10. You are given a degree of choice in what you learn, how Personal participation is the universal you do it, and feedback on principal of knowing. Michael Polanyi, how you’re doing. Exercise 3.1: Hungarian-British scholar What is Learning © 2012 Wadsworth, Cengage Learning
- 7. How are You Smart? How are You Smart? Linguistic Logical-Mathematical Spatial Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic © 2012 Wadsworth, Cengage Learning
- 8. Studying Intelligently © 2012 Wadsworth, Cengage Learning
- 9. VARK and Learning Visual: (depicted) symbols, charts, diagrams, color, layout, flow charts, mindmaps, spatial arrangements, headings Aural: (spoken, heard) lectures, Podcasts, discussions, study groups, email, chats, oral presentations, oral feedback Read/Write: (read, written) textbooks, papers, notetaking Kinesthetic: (reality-based, uses all the senses) analogies, case studies, application, simulations, field trips, role plays, experiments, games, problem-based learning, Exercise 3.3: learning by doing, film, animated websites © 2012 Wadsworth, Cengage Learning Your VARK Style
- 10. VISUAL VISUAL General Study Exam Strategies Strategies Strategies Draw maps. Convert your lecture notes to a visual format. Practice turning your visuals back Create charts. Study the placement of items, colors, and into words. Develop graphs. shapes in your textbook. Practice writing out exam answers. Use symbols. Put complex concepts into flowcharts or graphs. Recall the pictures you made of Draw diagrams. Redraw ideas you create from memory. the pages you studied. Underline text. Use diagrams to answer exam Make flow charts. questions, if your instructor will Use highlighters. allow it. Write with different colors. Draw pictures. Use word imagery. Use spatial arrangements. Pay attention to teachers who are dramatic and dynamic. © 2012 Wadsworth, Cengage Learning
- 11. AURAL AURAL General Study Exam Strategies Strategies Strategies Discuss topics with other students. Read your notes aloud. Practice by speaking your Use a tape recorder so you can listen Explain your notes to another answers aloud. more than once. auditory learner. Listen to your own voice as you Attend as many class lectures as Ask others to “hear” your answer questions. you can. understanding of the material. Opt for an oral exam if allowed. Leave spaces in your lecture notes Talk about your learning to others Imagine you are talking with the for later recall and filling in. or to yourself. teacher as you answer Join a study group. Find ways to talk Record your notes onto tapes or questions. about and listen to conversations CDs or listen to your about the material. instructors’ Podcasts. Describe the material to a student Realize that your lecture notes who wasn’t there. may be incomplete. You may Make a point of remembering examples, have become so involved in stories, and jokes: things people listening that you stopped use to explain things. writing. Fill your notes in later Tune in to your teacher’s voice. by talking with other students or getting material from the textbook. © 2012 Wadsworth, Cengage Learning
- 12. READ/WRITE READ/WRITE General Study Exam Strategies Strategies Strategies Make lists. Write out your lecture notes again Write out potential exam Take lecture notes (almost verbatim) and again. answers. Journal about what you’re learning. Read your notes (silently) again Practice creating and taking Pay attention to headings. and again. exams. Read textbooks thoroughly. Put ideas and principles into different Type out your answers to Compile/read glossaries. words. potential test questions. Write out definitions. Translate diagrams, graphs, etc. into text. Organize your notes into lists Read/find quotations. Rearrange words and “play” with wording. or bullets. Look up words in the dictionary. Turn diagrams and charts into words. Write practice paragraphs: Pay attention to printed handouts. particularly beginnings and Read outside library materials. endings. Read websites and webpages. Read manuals (for computers or labs). Listen to teachers and students who are articulate. © 2012 Wadsworth, Cengage Learning
- 13. KINESTHETIC K INESTHETIC General Study Exam Strategies Strategies Strategies Go on field trips. Recall experiments, field trips, etc. Role-play the exam situation Find real examples of abstract Remember the real things that happened. in your room (or the actual concepts. Talk over your notes with another classroom). Apply information. “K” person. Put plenty of examples into View exhibits, samples, and Use photos and pictures that make ideas your answers. photos. come to life. Write practice answers and Use hands-on approaches, Go back to the lab, your lab manual, or sample paragraphs. computers for example. your notes that include real examples. Give yourself practice tests. Take advantage of labs. Remember that your lecture notes will Engage in service-learning have gaps if topics weren’t concrete related to the course. or relevant for you. Listen to teachers who give Use case studies to help you learn real-life examples. abstract principles. Don’t forget that you need to do things in order to remember them. Use all your senses. © 2012 Wadsworth, Cengage Learning
- 14. Using Your Sensory Preferences Using Your Sensory Preferences 1. Remember that VARK preferences are not necessarily strengths. 2. If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality. 3. An estimated 55 to 65 percent of people are multimodal. 4. If you are multimodal, you may have to use all your modalities to be confident you’ve learned something. 5. You may want to save experimenting with modalities you don’t prefer until after college. © 2012 Wadsworth, Cengage Learning
- 15. Does Personality Affect Learning? Does Personality Affect Learning? What energizes you? Introvert Extrovert How do you process information? Sensor iNtuition How do you make decisions? Thinker Feeler How do you relate to the world? Judger Perceiver © 2012 Wadsworth, Cengage Learning
- 16. • Translate for Maximum Comfort. • Your instructor may have a Using different learning style Your • Adapt course material to what works best for you Personality “ ” • Make Strategic Choices. • Don’t use your style as an Each person is an exception excuse to the rule. Carl Jung, psychiatrist • Become more versatile • Take Full Advantage. • Make the most of your time in college • Pursue new learning opportunities © 2012 Wadsworth, Cengage Learning
- 17. Chapter 3: Exercises and Activities Chapter Exercise p. 50 What Is Learning? Chapter Exercise p. 57 Multiple Intelligences Self Assessment Chapter Exercise p. 64 VARK Learning Styles Assessment © 2012 Wadsworth, Cengage Learning
- 18. What Is Learning? What Is Learning? Exercise 3.1, p. 50 © 2012 Wadsworth, Cengage Learning