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Chapter 3: Learning About Learning
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© 2010 Wadsworth, Cengage Learning
You’re About to Discover…
• How learning changes your brain
• How people are intelligent in different ways
• How you learn through your senses
• How to become a more efficient and effective
learner
• How your personality type can affect your
learning style
© 2010 Wadsworth, Cengage Learning
Challenge and
Reaction
STEP
1
CHALLENGE FOCUS Challenge Case
Tammy Ko
STEP
2
REACTION What Do YOU Think?
p. 50-51
© 2010 Wadsworth, Cengage 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
© 2010 Wadsworth, Cengage 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.
© 2010 Wadsworth, Cengage Learning
“It is what we think we know already that
often prevents us from learning.”
Claude Bernard, French physiologist
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.
“Personal participation is the universal
principal of knowing.” Michael Polanyi,
Hungarian-British scholar
© 2010 Wadsworth, Cengage Learning
10. You are given a degree of
choice in what you learn, how
you do it, and feedback on
how you’re doing.
Chapter Exercise
p. 52
To Your Health
© 2010 Wadsworth, Cengage Learning
p. 55
Control Your Learning
© 2010 Wadsworth, Cengage Learning
p. 58
How are You Smart?
Linguistic
Logical-Mathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 59+
Studying Intelligently
© 2010 Wadsworth, Cengage Learning
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,
learning by doing, film, animated websites
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 66+
VISUAL
General
Strategies
Study
Strategies
Draw maps.
Convert your lecture notes to a visual format.
Create charts.
Study the placement of items, colors, and
Develop graphs.
shapes in your textbook.
Use symbols.
Put complex concepts into flowcharts or graphs.
Draw diagrams.
Redraw ideas you create from memory.
Underline text.
Make flow charts.
Use highlighters.
Write with different colors.
Draw pictures.
Use word imagery.
Use spatial arrangements.
Pay attention to teachers who are
dramatic and dynamic.
© 2010 Wadsworth, Cengage Learning
Exam
Strategies
Practice turning your visuals back
into words.
Practice writing out exam answers.
Recall the pictures you made of
the pages you studied.
Use diagrams to answer exam
questions, if your instructor will
allow it.
AURAL
General
Strategies
Discuss topics with other students.
Use a tape recorder so you can listen
more than once.
Attend as many class lectures as
you can.
Leave spaces in your lecture notes
for later recall and filling in.
Join a study group. Find ways to talk
about and listen to conversations
about the material.
Describe the material to a student
who wasn’t there.
Make a point of remembering examples,
stories, and jokes: things people
use to explain things.
Tune in to your teacher’s voice.
© 2010 Wadsworth, Cengage Learning
Study
Strategies
Read your notes aloud.
Explain your notes to another
auditory learner.
Ask others to “hear” your
understanding of the material.
Talk about your learning to others or
to yourself.
Record your notes onto tapes or
CDs or listen to your
instructors’ Podcasts.
Realize that your lecture notes
may be incomplete. You may
have become so involved in
listening that you stopped
writing. Fill your notes in later
by talking with other students
or getting material from the
textbook.
Exam
Strategies
Practice by speaking your
answers aloud.
Listen to your own voice as you
answer questions.
Opt for an oral exam if allowed.
Imagine you are talking with the
teacher as you answer
questions.
READ/WRITE
General
Strategies
Make lists.
Take lecture notes (almost verbatim)
Journal about what you’re learning.
Pay attention to headings.
Read textbooks thoroughly.
Compile/read glossaries.
Write out definitions.
Read/find quotations.
Look up words in the dictionary.
Pay attention to printed handouts.
Read outside library materials.
Read websites and webpages.
Read manuals (for computers or
labs).
Listen to teachers and students
who are articulate.
© 2010 Wadsworth, Cengage Learning
Study
Strategies
Write out your lecture notes again
and again.
Read your notes (silently) again
and again.
Put ideas and principles into different
words.
Translate diagrams, graphs, etc. into text.
Rearrange words and “play” with wording.
Turn diagrams and charts into words.
Exam
Strategies
Write out potential exam
answers.
Practice creating and taking
exams.
Type out your answers to
potential test questions.
Organize your notes into lists
or bullets.
Write practice paragraphs:
particularly beginnings and
endings.
KINESTHETIC
General
Strategies
Go on field trips.
Find real examples of abstract
concepts.
Apply information.
View exhibits, samples, and
photos.
Use hands-on approaches,
computers for example.
Take advantage of labs.
Engage in service-learning
related to the course.
Listen to teachers who give
real-life examples.
Don’t forget that you need to do
things in order to remember them.
Use all your senses.
© 2010 Wadsworth, Cengage Learning
Study
Strategies
Recall experiments, field trips, etc.
Remember the real things that happened.
Talk over your notes with another
“K” person.
Use photos and pictures that make ideas
come to life.
Go back to the lab, your lab manual, or
your notes that include real examples.
Remember that your lecture notes will
have gaps if topics weren’t concrete
or relevant for you.
Use case studies to help you learn
abstract principles.
Exam
Strategies
Role-play the exam situation
in your room (or the actual
classroom).
Put plenty of examples into
your answers.
Write practice answers and
sample paragraphs.
Give yourself practice tests.
Customize Your Learning
Color
Image
Ringtone
© 2010 Wadsworth, Cengage Learning
U2
Coldplay
Alicia Keys
Chapter Exercise
p. 70
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.
© 2010 Wadsworth, Cengage 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
© 2010 Wadsworth, Cengage Learning
Perceiver
• Translate for Maximum Comfort.
• Your instructor may have a
•
different learning style
Adapt course material to what
works best for you
• Make Strategic Choices.
• Don’t use your style as an
•
excuse
Become more versatile
• Take Full Advantage.
• Make the most of your time
•
in college
Pursue new learning
opportunities
© 2010 Wadsworth, Cengage Learning
Using
Your
Personality
“Each person is an exception to the rule.”
Carl Jung, psychiatrist
Insight and Action
STEP
3
INSIGHT NOW What Do You Think?
Tammy Ko
STEP
4
ACTION
Your Plans for Change
p. 73
© 2010 Wadsworth, Cengage Learning
Chapter 3: Exercises and Activities
Chapter Exercise
p. 52
What Is Learning?
Chapter Exercise
p. 59+
Multiple Intelligences Self Assessment
Chapter Exercise
p. 66+
VARK Learning Styles Assessment
Chapter Exercise
p. 70
VARK Activity
Audio
Chapter Summary
Audio Summary of Chapter 3
Back to Menu
© 2010 Wadsworth, Cengage Learning
What Is Learning?
© 2010 Wadsworth, Cengage Learning
Exercise 3.1, p. 52
Multiple Intelligences Self Assessment
© 2010 Wadsworth, Cengage Learning
Exercise 3.2, p. 59+
VARK Learning Styles Assessment
© 2010 Wadsworth, Cengage Learning
Exercise 3.3, p. 66+
VARK Activity
© 2010 Wadsworth, Cengage Learning
Exercise 3.4, p. 70