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Using Learning Styles to Develop Learning Strategies

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CPHS Student Affairs

on 12 May 2014

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Transcript of Using Learning Styles to Develop Learning Strategies

*You want to experience the material so that you can understand it

*Ideas are only valuable if they seem
practical, realistic and relevant to you

*You learn by doing
*You like textbooks, handouts and PowerPoint

*You believe the meanings are in the words

*Lecture is fine, but handouts are

This could be someone in your K-12 education, college, a coach, lessons, etc...
Take a minute to think of the best teacher you ever had...
"I see what you mean"

"I hear what you're saying"

"I learn best with written words"

"Let me try it"
Using Learning Styles to Develop Learning Strategies
Office of Admissions and Student Affairs
Campbell University
College of Pharmacy and Health Sciences
-Taking In Information:
-Headings Dictionaries
-Prefer instructors who use words well and have lots of information in sentences
-Write out/recopy or rewrite in own words
-Read notes/Make outlines/write essays
-Translate graphs and diagrams into words
-Make up MC and TF questions with notes
-Exam Strategies:
-Make and do practice exams

Figure out why that teacher appealed to you.

How did they teach?

What was it about the way they taught that resonated with you?
*Want to see the whole picture

*Often swayed by the look of
an object

*Interested in color, layout,

*Aware of environment

*Likely to draw something to explain
-Taking in Information
-Gesturing /graphic language
-Photos, slides, illustrations
-Graphs, diagrams, flowcharts

-Note taking/Studying

-Replace words with symbols or abbreviations
-Reconstruct notes as visuals
-Develop code words
-Underlining text/notes
-Colored highlighters

-Exam Strategies
-Visualize words
-Draw out answers/Make diagrams
-Recall snapshot images /write descriptively

*Prefer to have it explained to you

*Written words are not as valuable as those that you hear

*You are likely to tell somebody about
your experiences

-Taking in Information:
-Attend class – you
hear the words
-Discuss the topics with other students and your teachers
-Explain new ideas to other people
-Use a tape recorder, or podcasts if available

-Leave spaces in your notes for later recall and filling in
-Your notes might be poor because you prefer to listen
-Expand your notes by talking to others, or filling in information
-Summarize your notes onto a recording, view podcasts
-Explain your notes to another auditory learner or read aloud

-For exams:
-Imagine talking to the person giving the exam
-Recall all the conversations or discussions you have had
-Listen to your inner conversations, and write them down
-Practice writing answers to old exams
-Speak your answers inside your head, or aloud if appropriate
-Taking in Information:
-Use Senses: sight, sound, touch, taste, smell
-Prefer lab and design classes, field trips and site visits
-Prefer instructors who give life examples
-Applications not theory/trial and error
-Poor notes if not relevant to you
-Remember what was “real”
-Include examples in notes and talk them
-Refer to lab manuals or go back to lab
-Exam Strategies:
-Take practice exams under real exam conditions
-Recall field trips, labs, “real” examples
*60% of any population fits this varied category

*May have two, three or no strong preferences

Positive reactions:
mean that those with multi-modal preferences choose to match or align their mode to the significant others around them

Annoying reaction:
choose to stay in a mode different from the person with whom they are working

*Many multi-modals feel insecure if they don’t use more than one strategy

*Alternatively those with a single preference often "get it" by using the set of strategies that align with their single preference



Common Note-Taking Methods
-Draw columns and label appropriately
-Best for chronological lectures
-10 minute/First-Last/Unless Consumed
-B1, B2, B3, B5, B6, B12, Folic Acid, Iron, C, Calcium, Lecithin, Tyrosine
-People have raised their IQ 30 points with a good diet
Now count down by threes from 99 to 33
-5-9 (7 plus or minus 2) chunks of information short term memory

-Systematic strategies for strengthening long term retention and retrieval of information
-Keyword -Acronyms
-Rhyming -Peg Word
-Story Method
Memory Techniques
-Learn from general to specific (Syllabus, book, friend, class)
-Make it meaningful (parachute packing)
-Create associations that make sense to you
: actively learning-move around
: Information absorbs quicker
: visual is anchored/stored in different place
Recite and repeat
: Out loud
-Write it down
-Reduce interferences
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