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Agenda for Session
What type of learner are you?
• Learning Style Inventory
Active Learning
SQ5R
Note taking skills
Study Skills
Test Taking Strategies
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What Are Learning Styles?
• Your learning style (or learning preference) is the way you tend to learn best. It involves your preferred method of taking in, organizing, and making sense of information.
• Learning styles do not tell us about a person's abilities or intelligence, but they can help us understand why some tasks seem easier for us than others.
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Adapted from: http://www.sdc.uwo.ca/learning/index.html?styles
Benefits of Learning Styles
• Learn more effectively when the strategies used are closely matched with your preferred learning style
• Improve learning by knowing what our strengths are and then doing more of what we're good at
• Improve our learning by knowing what our weakness are and trying to enhance our skills in these areas
• Different situations and learning environments require different learning strategies, so it's best to have a large repertoire from which to draw
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Learning Style Inventory
• Complete the inventory to find your
learning preference
Visual Learner |What does this mean?
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Characteristics of Visual Learners – Prefer seeing what they are learning
– Strong visualization skills (‘see’ the information written or
drawn)
– Pictures, graphs, charts, colours, movies/video
– Creates a mental picture in mind while person talks (create a
movie in your mind – very detailed and vivid)
– Pay close attention to the body language or others (facial
expressions, eyes, stance, etc.)
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Auditory/Verbal Learners |What does this
mean?
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Characteristics of Auditory/Verbal Learners
– Auditory learners learn best by hearing information- remember information more accurately when it explained orally.
– Auditory learners can remember quite accurately details of information they hear during conversations or lectures.
– They have strong language skills, which include a well-developed vocabulary and an appreciation for words.
– The strong language skills often lead to strong oral communication skills. They can carry on interesting conversations and can articulate their ideas clearly.
– Lecture format, group discussion, read aloud
– Can often explain or put items into own words 9
Kinesthetic/Tactile |What does this mean?
Characteristics of Kinesthetic/Tactile
– Kinesthetic learners learn best by moving their bodies, activating
their large or small muscles as they learn. These are the "hands-
on learners" or the "doers" who actually concentrate better and
learn more easily when movement is involved.
– Kinesthetic learners often wiggle, tap their feet, or move their legs
when they sit.
– Kinesthetic learners work well with their hands. They may be good
at repairing work, sculpting, art, or working with various tools.
– Highlight, underline, mapping, charting, role play, experiments,
flash cards
Thinking Strategies
Are you an
Active
learner?
Thinking Strategies
• Are you a
Passive
learner?
Active learning is "anything that involves students in
doing things and thinking about the things they are
doing" (Bonwell & Eison, 1991, p. 2).
Felder & Brent (2009) define active learning as
"anything course-related that all students in a class
session are called upon to do other than simply
watching, listening and taking notes" (p. 2).
http://www.cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Active Learning Defined
• Meyers and Jones (1993) define active
learning as learning environments that
allow “students to talk and listen, read,
write, and reflect as they approach
course content through problem-solving
exercises, informal small groups,
simulations, case studies, role playing,
and other activities -- all of which require
students to apply what they are learning”
(p. xi).
Active vs. Passive Learning
Passive Learning
• poorer retention
• lower-order thinking
• teacher-centred: same
info/same pace
• lower attention-level
• student isolation
• emphasis on memorization
Active Learning
• better retention
• higher-order thinking
• student-centred: prior
knowledge and pacing
• greater student attention
- students involved
• encourages collaboration
• emphasis on process
Activity
Green Blue Orange
Red Purple Black
Blue Red Green
Green Blue Orange
Red Purple Black
Blue Red Green
SQ5R
• What does this mean?
• Reading and study strategy
• Allows you to adapt to your specific
learning style
• Active thinking!
SQ5R - Survey
Skim over titles, subtitles, diagrams
Read introduction to
chapter/conclusion of chapter
Begin to question: What do I know
about this topic? Do I need to read the
entire chapter? What do I think this
chapter is about?
SQ5R - Question
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why
and When And How and Where and Who.
Rudyard Kipling, (1902), The Elephant's Child)
SQ5R - Question
Turn titles and subtitles into questions
Write questions in note format/write questions in text/highlight questions/record in a mind map (visual/tactile)
State questions aloud/tape record questions (auditory)
SQ5R - Read Read the text looking for the answers
to your questions
Visual – read line by
line/diagram/picture
Tactile – tracking by line/walk around
Auditory – Read aloud
SQ5R – Recite
Once you found and answer to
your question, recite it in your
own words
Say it aloud/mental voice
SQ5R - Record
Record/write the answer to your
question in note format / chart / mind
map / highlight/create visual images
(Visual/tactile)
Repeat information aloud/tape
record/teach it to someone else
(discuss) (Auditory)
SQ5R - Reflect
During read, recite, record, or after you have read a
section/chapter, build connections between prior learning
and new learning
What does this mean? How does this relate to…?
What are the main ideas?
What don’t I understand?
SQ5R - Review
Consistently review your notes/mind
map/audiotape/flashcards to keep the
information fresh
Write a brief summary at the end of a
chapter or note about the main ideas
Review
• Information that goes into the participant's
memory will likely be remembered if
learners practice remembering the
information soon after they process it
(Zemke and Zemke 1995).
Highlighting
Highlighting
READ FIRST, Highlight second
Highlight key words - try to make a
sentence with highlighted words
Note taking Skills
• Note-taking skills involve active
thinking skills and active listening
• This means to QUESTION as you read
the material and listen to lecture
(SQ5R, PQR)
• There are several methods of taking
effective notes
Note taking for Visual Learners
• Concept maps/mindmaps/graphic
organizers/pictures
• Cornell method/two column method
• Flash cards
• Colour
• Use PowerPoint
Cornell
Method
(Image from: hillgrovehighschool.typepad.com
Two Column Method
Concept Map/Graphic Organizers
Main Idea
Supporting
Detail one
Supporting
Detail 2
Supporting
Detail 3
Supporting
Detail 4
Concrete
Reflection
(thinking)
Abstract
Active (using)
Know about it
Direct Experience
Example
Learning Styles
Visual
Remember better by seeing
Run a movie in
mind
Tactile Auditory
Remember better by hearing
Venn Diagram
Who? What? Why?
PROBLEM
Attempted Solutions
1.
2.
3.
Results
1.
2.
3.
SOLUTION
RESULTS
Note taking for Tactile/Kinesthetic
Learners
• Charts /mind maps
• Highlight/flash cards
• Write summaries/point
form
• Rewrite notes
• Type your notes
Note taking for Auditory Learners
• Recite and read notes aloud
• Discussion group to review concepts
• Teach to someone else
• Tape record your notes
• Set a positive mood for yourself to study
• Select the appropriate time, environment,
and attitude
• Budget your time
• Break the material into chunks - be
realistic!
Studying for the Test/Exam
• Review material covered in previous study
session, then begin on “new” material
• Mark any information you don't
understand in a particular unit; find out
what is giving you difficulty – seek
assistance
• If time is short – focus on what you know
and learn really well!
• Use ACTIVE LEARNING strategies
• Put what you have learned into your own words; visualize; memory strategies
• Create and ask questions
• Simulate test questions – plan out responses, identify key words/terms to remember
• Review what strategies helped you understand and/or retain information in the past and apply these to your current studies
Levels of Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
• What is …?
• Where is …?
• How did ___ happen?
• How would you explain …?
• How would you describe ..?
• Can you list the three …?
KNOWLEDGE
• How would you compare …? contrast …?
• How would you rephrase the meaning …?
• What facts or ideas show …?
• What is the main idea of …?
• Which statements support …?
• Can you explain what is happening …?
• What is meant …?
COMPREHENSION
• How would you use …?
• What examples can you find to …?
• How would you show your understanding of …?
• What approach would you use to …?
• How would you apply what you learned to
develop …?
• What elements would you choose to change …?
• What questions would you ask in an interview
with …?
APPLICATION
• What are the parts or features of …?
• How is ___ related to …?
• Why do you think …?
• What conclusions can you draw …?
• How would you classify...?
• Can you distinguish between …?
• What is the function of …?
ANALYSIS
• Do you agree with the actions…? with the outcome…?
• How would you prove …? Disprove…?
• Can you assess the value or importance of …?
• What would you recommend…?
• Based on what you know, how would you explain …?
• What information would you use to support the view…?
• What choice would you have made …?
SYNTHESIS
• What changes would you make to solve …?
• How would you improve …?
• What could be done to minimize (maximize) …?
• What way would you design …?
• How would you test …?
• Can you formulate a theory for …?
• Can you predict the outcome if …?
EVALUATION
Test-Taking
Multiple choice Strategies
Cover up options
Read the question
What is the question asking?
Think of an answer
Read options – eliminate options
Find the option to best match your answer
BEST RESPONSE
Test Taking Short Answer/Essay Tests
– Read question 3 times
– Underline, circle, highlight key words
– Plan – do a quick
outline/brainstorm/organize
– Allow for time to read over response
– Did I answer the question?
Test Anxiety
• Make a plan (organize your time for each section)
• Drawing a blank? Move to the next question. Come
back to it later.
• Breathe deep! Positive self-talk.
• Turn the test over – don’t look at it. Take a Time out!
• Scan the test for a word, phrase, or formula you
recognize.
• Ask for help!
Happy Studying!
• Thank-you all for attending!
• A copy of the full presentation will be
emailed to you with some additional
resources.
