5. 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)
6. Note-taking for Visual Learners
Underline
Highlight
Use different colors
Use Post-its
Draw diagrams, concept maps, flow charts
Beware of doodling
7. Studying for Visual Learners
Look at your notes
Look at the diagrams, tables, charts in the
textbook
Replace words from notes with symbols
8. Studying for Visual Learners
Transfer notes and concepts from lecture into
documents using Smart Art (flowcharts,
diagrams)
9. 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
10. 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)
11. 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)
12. 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)
13. 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)
14. Reading/Writing Learners
Prefer an emphasis on words and lists
Find handouts more helpful than lectures
Prefer reading over lectures and discussions
(Fleming, 2001)
16. 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)
17. 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)
18. Kinesthetic Learners
Want to experience the concepts so they can
understand it
Need to do things to understand
Prefer activities over lecture
(Fleming, 2001)
19. 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)
20. 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)
21. 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)
22. 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
24. 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