10732 week six_learning_styles_wi2010
Upcoming SlideShare
Loading in...5
×
 

10732 week six_learning_styles_wi2010

on

  • 1,373 views

 

Statistics

Views

Total Views
1,373
Views on SlideShare
1,366
Embed Views
7

Actions

Likes
0
Downloads
69
Comments
0

2 Embeds 7

http://hppa.spps.org 6
http://translate.googleusercontent.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

10732 week six_learning_styles_wi2010 10732 week six_learning_styles_wi2010 Presentation Transcript

  • LEARNING STYLES Rose Wedemeyer-Academic Skills Center
  • Student Success Resources
  • Your Preferred Learning Style  Visual  Aural/Auditory  Reading/Writing  Kinesthetic  Multimodal (Fleming, 2001)
  • Visual Learners  Want the whole picture  Are often swayed by the look of an object  Are interested in color, layout, and design  Are likely to draw things  Do well with instructors who use pictures, videos, diagrams, graphs, flow charts (Fleming, 2001)
  • Note-taking for Visual Learners  Underline  Highlight  Use different colors  Use Post-its  Draw diagrams, concept maps, flow charts  Beware of doodling
  • Studying for Visual Learners  Look at your notes  Look at the diagrams, tables, charts in the textbook  Replace words from notes with symbols
  • Studying for Visual Learners Transfer notes and concepts from lecture into documents using Smart Art (flowcharts, diagrams)
  • Test-taking for Visual Learners  If allowed, draw diagrams, flow charts on the test  For multiple choice questions, cover up the options and write your own answer, then find the answer that most closely matches yours  Visualize the diagrams and flow charts you created
  • Aural/Auditory Learners  Prefer to have information explained to them  Do not find written words as valuable as words they hear  Do well when instructors lecture, play audio, have debates and class discussions (Fleming, 2001)
  • Note-taking for Auditory Learners  Attend class so that you can hear the lecture  Use a tape recorder to record the lecture  Leave spaces in your notes for later recall and “filling” (Fleming, 2001)
  • Studying for Auditory Learners  Attend discussions and tutorials  Expand your notes by talking with others and adding notes from the textbook  Put your summarized notes onto tapes and listen to them  Discuss topics with other students and teachers  Ask others to “hear” your understanding of the topic  Read your summarized notes aloud  Explain your notes to another “aural” person (Fleming, 2001)
  • Test-taking for Auditory Learners  Imagine talking with the examiner  Spend time in quiet places recalling the ideas  Practice writing answers to old exam questions  Speak your answers aloud or in your head (Fleming, 2001)
  • Reading/Writing Learners  Prefer an emphasis on words and lists  Find handouts more helpful than lectures  Prefer reading over lectures and discussions (Fleming, 2001)
  • Note-taking for Reading/Writing Learners  Use outlines and lists when taking notes  Include page numbers from the text when taking notes
  • Studying for Reading/Writing Learners  Turn notes into paragraphs with beginnings and endings  Arrange notes into outlines  Write out key terms again and again  Reword the ideas and concepts  Organize any diagrams, graphs into statements  Develop lists of similar concepts, key terms  Reread handouts  Use indexes, glossaries (Fleming, 2001)
  • Test-taking for Reading/Writing Learners  If allowed, write exam answers on the test  For multiple choice questions, cover up the response choices and write your own answer, then select the response that most closely matches  If allowed, write key words and terms on the test (Fleming, 2001)
  • Kinesthetic Learners  Want to experience the concepts so they can understand it  Need to do things to understand  Prefer activities over lecture (Fleming, 2001)
  • Note-taking for Kinesthetic Learners  Pay attention to the real-life examples described in the lecture  Include plenty of examples in your notes  Describe activities (laboratories, field trips) and what you experienced (Fleming, 2001)
  • Studying for Kinesthetic Learners  Revise and re-write your lecture notes  Use case studies to learn concepts  Talk about your notes with another kinesthetic learner  Use pictures and photographs to illustrate the idea  Go back to the laboratory or classroom to study  Recall the activities and experiments (Fleming, 2001)
  • Test-taking for Kinesthetic Learners  Role play the exam questions  Recall the examples associated with the concepts  Recall the activities related to the questions (Fleming, 2001)
  • Multi-modal Learners  Have 2 or 3 strong preferences (visual, auditory, reading/writing, kinesthetic) or are pretty even on all 4  Consider taking another self-assessment to confirm the results
  • Questions?
  • In Groups:  “Teach” the rest of the class about one of the styles:  Visual:  Auditory:  Reading/Writing:  Kinesthetic: Present study tips to the rest of the group Include at least two examples from your current courses