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Learning Styles and Preferences
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Strategies to Strengthen These Learning Styles
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Visual
Visual learners learn best from what they see: diagrams, flowcharts,
time lines, films, and demonstrations.
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- Add diagrams to your notes whenever possible.
- Organize notes so that you can
clearly see main points and supporting facts and how ideas are
connected.
- Use visual organizers (graphs,
charts, symbols, etc.) to help show relationships between concepts/ideas.
- Color-code notes to help you to see categories of information.
- Use visualization as a way to study/prepare for tests and
to retrieve information. (See Mnemonic
Techniques.)
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Verbal
Verbal learners gain the most learning from reading, hearing
spoken words, participating in discussions, and explaining things
to others.
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- Attend lectures and tutorials.
- Ask questions to hear more information.
- Read the textbook and highlight no more than 10%.
(See Annotating Text.)
- Record lectures.
- Rewrite your notes and add what you missed from the tape.
- Recite or summarize information. (See Chunking.)
- Talk about what you learn. Work in study groups.
- Review information by listening to tapes you have recorded.
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Active/Tactile
Active learners need to experience knowledge through their own
actions either by "doing" or by getting personally involved
in their learning. They prefer quick paced instruction-- and instructors
that keeps things moving. |
- Utilize as many senses as possible while learning.
- Go to labs, exhibits, tours, etc. to experience the concepts
being learned.
- Try out example problems and questions.
- Study in a group.
- Relate the information to concrete examples as you read or
listen in lectures.
- Think about how you will apply the information being presented.
(See Cognitive Structures.)
- Pace and recite while you learn.
- Act out material or design learning games.
- Use flash cards with other people.
- Teach the material to someone else.
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Reflective
Reflective learners understand information best when they
have had time to reflect on it on their own (and at their own
pace).
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- Study in a quiet setting.
- When you are reading, stop periodically to think about what
you have read. (See Chunking.)
- Don't just memorize material; think about why it is important
and how ideas are related. (See Cognitive
Structures.)
- Write short summaries of what the material means to you.
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Factual
Factual learners prefer concrete, specific facts, data, and
detailed experimentation. |
- Ask the instructor how ideas and concepts apply in practice.
- Ask for specific examples of the ideas and concepts.
- Brainstorm specific examples with classmates or by yourself.
- Think about how theories make specific connections with the
real world. (See Questioning.)
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Theoretical
Theoretical learners are more comfortable with big-picture ideas,
symbols, and new concepts. |
- If a class deals primarily with factual information, try to
think of concepts, interpretations, or theories that link the
facts together.
- Because you become impatient with details, take the time to
read directions and test questions before answering, and be
sure to check your work. (See Test-taking
Strategies.)
- Look for systems and patterns to arrange facts in a way that
makes sense to you. (See Visual Organizers.)
- Spend time analyzing the material. (See Questions.)
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Linear (Left Brain)
Linear thinkers find it easiest to learn material presented
step by step in a logical, ordered progression. They can work with
sections of material without fully understanding the whole picture.
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- Choose highly structured courses and instructors.
- If you have an instructor who jumps around from topic to topic,
spend time outside of class with the instructor or a classmate
who can help you fill the gaps in your notes. (Use mapping
techniques for taking notes.)
- If class notes are random, rewrite the material according
to whatever logic helps you to understand it. (See Cornell
notes)
- Outline the material.
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Holistic (Right Brain)
Holistic thinkers progress in fits and starts. They may feel
lost and unable to solve problems, until they can see the big picture
and the relationships between ideas. They need to make sense of
details. They tend to be creative. |
- Recognize that you are not slow or stupid.
- Before reading the chapter, preview
it by reading all the subheadings, summaries, and any margin
glossary terms.
- Instead of spending a short time on every subject every night,
try immersing yourself in just one subject at a time.
- To concentrate on one course at a time, take difficult subjects
in summer school or when you have fewer courses. (Warning: Make
sure you have enough time to study and to prepare projects and
papers. The same amount of material is covered in a shorter
time in summer and intersession classes.)
- Relate subjects to things you already know. Ask yourself how
you would apply the material. (See Questions.)
- Use maps and visual
organizers to help yourself get the big
picture.
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Adapted in part from a web site developed by Richard M. Felder and
Barbara A. Solomon, North Carolina State University at: www2.ncsu.edu/unigy/lockers/users/f/felder/public/ILSdir/styles.htm
