V If you have a strong preference for Visual (V) learning, you should use some or all of the following:
INTAKE [To take in the information, use]
underlining
different colors
highlighters
symbols
flow charts
charts
graphs
pictures, videos, posters slides
different spatial arrangements on the page
white space
textbooks with diagrams, pictures
lecturers who use gestures and picturesque language
SWOT [Study without tears]
To make a learnable package
Convert your lecture 'notes' into a learnable package by reducing them (3: 1). into page pictures.
Use all techniques above to do this
Reconstruct the images in different ways - try different spatial arrangements
Redraw your pages from memory
Replace words with symbols or initials.
Look at your pages
OUTPUT [To perform well in the examination]
Recall the 'pictures' of pages
Draw - use diagrams where appropriate
Write exam answers
Practice turning your visuals back into words
You are holistic rather than reductionist in your approach. You want the whole picture. Visual learners do not like handouts, words, lectures, textbooks or assessment that hinge on word usage, syntax and grammar. You are going to watch TV.
A If you have a strong preference for learning by Aural methods (A = hearing) you should use some or all of the following:
INTAKE [To take in the information]
attend lectures
attend tutorials
discuss topics with other students
discuss topics with your lecturers
explain new ideas to other people
use a tape recorder
remember the interesting examples, stories, jokes..
describe the overheads, pictures and other visuals to somebody who was not there
leave spaces in your lecture notes for later recall and 'filling'
SWOT [Study without tears]
To make a learnable package
Convert your lecture notes into a 'learnable package by reducing them (3: 1)
Your lecture notes may be poor because you prefer to listen. You will need to expand your notes by talking with others and collecting notes from the textbook.
Put your summarized notes onto tapes and listen to them.
Ask others to 'hear' your understanding of a topic.
Read your summarized notes aloud.
Explain your notes to another 'aural' person.
OUTPUT [To perform well in the examination]
Talk with the examiner
Listen to your voices and write them down
Spend time in quiet places recalling the ideas
Practice writing answers to old exam questions
Speak your answers
You prefer to have all of this page explained to you. The written words are not as valuable as those you hear. You will probably go and tell somebody about this.
R & W If you have a strong preference for learning by Reading and Writing (R & W) you should use some or all of the following:
INTAKE [To take in the information, use]
lists
headings
dictionaries
glossaries
definitions
handouts
textbooks
readings - library
lecture notes (verbatim)
lecturers who use words well and have lots of information in sentences and notes
essays
manuals (computing and laboratory)
SWOT [Study without tears]
To make a learnable package
Convert your lecture notes into a learnable package by reducing them (3:1)
Write out the words again and again
Read your notes (silently) again and again
Rewrite the ideas, principles into other words
Organize any diagrams, graphs.. into statements e.g. "The trend is .."
Turn reactions actions, charts and flows into words
Imagine your lists arranged in multi-choice questions and distinguish each from each
OUTPUT [To perform well in the examination]
Write exam answers
Practice with multiple choice questions
Write paragraphs, beginnings, endings
Write your lists (a, b, c, d, 1,2,3,4,)
Arrange your words into hierarchies and points
You like this page because the emphasis is on words and lists. You believe the meanings are within the words, so the talk was OK, but this handout is better. You are heading for the library.
K If you have a strong preference for Kinesthetics (doing) learning you should use some or all of the following:
INTAKE [To take in the information, use]
all your senses - sight, touch, taste, smell, hearing . .
laboratories
field trips
field tours
examples of principles
lecturers who give real-life examples
applications
hands-on approaches (computing)
trial and error
collections of rock types, plants, shells, grasses..
exhibits, samples, photographs..
recipes--solutions to problems
previous exam papers
SWOT [Study without tears]
To make a learnable package
Convert your lecture notes into a learnable package by reducing them (3:1)
Your lecture notes may be poor because the topics were not 'concrete' or 'relevant'.
You will remember the 'real' things that happened
Put plenty of examples into your summary. Use case studies and applications to help with principles and abstract concepts
Talk about your notes with another 'K' person
Use pictures, photographs which illustrate an idea
Go back to the laboratory or your lab manual
Recall the experiments, field trip
OUTPUT [To perform well in the examination]
Write practice answers, paragraphs
Role play the exam situation in your own room
You want to experience the exam so that you can understand it. The ideas on this page are only valuable if they sound practical, real and relevant to you. You need to do things to understand.
Baxter-Magolda, M. (1992). Knowing and reasoning in College: Gender related patterns in student development. San Francisco: Jossey-Bass.
Belenky, M.B., Clinchy, B.M., Goldberger, N.R, & Tarule, J.M. (1986). Women's ways of knowing. New York: Basic Books.
Bonwell, C.C., & Eison, J.E. (199 1). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington School of Education and Human Development.
Claxton, C.S. & Smith, W.F. (1984). Learning styles: Implications for improving educational practices. ASH&ERIC Higher Education Report No. 4, Washington, DC: The George Washington University, School of Education and Human Development.
Davis, B.G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
Fleming, N.D. & Mills, C. (1992). Not another inventory, rather a catalyst for reflection To improve the academy, (II), 137-149.
Eble, K.E. ed. (1980). Improving teaching styles. San Francisco: Jossey-Bass.
Grasha, A.F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers.
Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.
Lawrence, G. ( 1982). People types and tiger stripes. [Second edition]. Gainesville, FL: CAPT.