Muskingum College First-Year Seminar

Becoming a More Intentional Learner Database Assignment

STEP TWO: Identify Appropriate Strategies

Strategies appropriate for your learning styles are listed below. Are you already using any of them? Which strategies might you add to your arsenal? Some of the strategies have links to their descriptions in the CAL Learning Strategies Database.

STRATEGIES FOR VISUAL LEARNERS

Organize work and living spaces to avoid distractions.

Sit in the front of the class room to avoid distractions from other students' movements. Sit away from doors and windows where action takes place. Sit away from wall maps and bulletin boards not related to the class content.

Use neatly organized or typed material.

Use note pads, Post-Its, to-do lists, and other forms of reminders.

Use organizational formats like Cornell method or outlining for recording notes.

Allow sufficient time for planning and recording thoughts when doing problem-solving tasks.

Use test preparation strategies that emphasize organization of information and visual encoding and recall.

Use imaginative approaches to organizing information, such as spider maps or webs, flow charts, hierarchies, or matrices.

Use visual association, visual elaboration, written repetition, flash cards, and clustering strategies for encoding and retrieving information from memory.

Develop written or pictorial outlines of responses before answering essay questions.

Participate actively in class or group activities.

To self-proof written assignments for grammar, read each sentence individually from end to beginning.

STRATEGIES FOR AUDITORY LEARNERS

Work in quiet areas to reduce distractions, avoiding areas with conversations, music, and television.

Sit away from doors or windows where noises may enter the class room. Sit away from students you know to be loud or disruptive during class.

Rehearse information orally - talk aloud to yourself, subvocalize, or record information into a tape recorder and play it back.

Use test preparation strategies that emphasize auditory processing of information.

Use mnemonics, rhymes, auditory repetition, verbal associations, phonetic relations, and phonetic analysis for encoding and retrieving information from memory.

Practice verbal interaction to improve motivation and self-monitoring. Subvocalize reading assignments, problems, and solutions.

Use tape recorders to document lectures, with an instructor's permission, and for reading material. Re-listen to taped lectures to fill in lecture notes.

Take term lists to class and listen for the terms during lecture.

Remember to examine illustrations in text books and convert them into verbal descriptions.

Read the directions for tests or assignments aloud, or have someone read them to you, especially if the directions are long and complicated.

Remind yourself verbally to review details.

Use time managers and translate written appointment reminders into verbal cues.

Use verbal brainstorming, tape recording, and subvocalization strategies for writing.

To proof written assignments for grammar, read each sentence aloud.

STRATEGIES FOR KINESTHETIC LEARNERS

Keep verbal discourse short and to the point.

Actively participate in class discussions.

Use direct involvement, physical manipulation, clustering, chaining, peg words, house of memory, and flash cards for encoding and retrieving information from memory.

Organize information into the steps that were used to physically complete the task.

Allow for physical movement or action when studying or solving a problem.

Take frequent breaks when studying.

Read or summarize directions, especially if they are lengthy and complicated, to discourage starting a task without instructions.

Use tape-recorded reading materials.

Use practice, play acting, and modeling to prepare for tests. Teach the material to a friend. Use an empty class room and pretend you are teaching the material to a class. Think about how you would weave the information into a screen play or movie.

Use all your senses when studying.

Try to think of real-life examples of new material.

STRATEGIES FOR LEFT-BRAIN ANALYTIC LEARNERS

Strategies that draw on your strengths:

Organize your study area and book bag.

Use three-ring binders or folders for organizing course materials.

Use the process approach to writing - select topic, brainstorm ideas, organize ideas into an outline or web, write rough draft, proof, write final draft.

Use color coding, flash cards, and lists to learn facts and details.

Write a  thesis statement after writing the body of a paper or essay. Once you have a handle on the details in your paper, it may be easier to write the thesis.

Break tasks into smaller parts and set a deadline for completing each part.

Set aside adequate blocks of time for working on a task.

Develop a routine or system for accomplishing a task.

Approach tests in a systematic way - keep the desk free of clutter, scan the test and develop a plan of action, outline answers before writing.

Strategies that compensate for your weaknesses:

Use information organization strategies that link details to main ideas: webs or spider maps, hierarchies, outlines, Venn diagrams.

Write summaries (for each lecture, each chapter, each unit) to focus on main ideas and themes.

Use reading strategies like SQ3R that help you link details to main ideas.

Try memory strategies that link facts with main ideas - visual imagery, story generation, and chaining are examples.

Use organizational formats for lecture notes that help you see the big picture: hierarchies, outlines, or Cornell.

Try test preparation strategies that focus on relating ideas to each other, linking information, and putting details into a broader context.

STRATEGIES FOR RIGHT-BRAIN GLOBAL LEARNERS

Strategies that draw on your strengths:

Develop a way to organize your study area and course materials that works for you.

Use memory strategies that allow you to personalize information - affect elicitation, attribute judgments, and self-referencing.

Personalize new information and relate new material to prior knowledge.

Work with other students or in study groups.

Use test preparation strategies like quizzing other students, teaching other students, and study groups.

Use test taking strategies such as information dumping of memory aids, eliminating distractions like hunger, and clearing your mind of assignments that demand your attention.

Strategies that compensate for your weaknesses:

Try information organization strategies that focus on details - flash cards, webs, and split-page vocabulary lists (running concept lists).

Use color coding to focus on specific details and facts when reading texts or reviewing notes.

Use memory strategies that focus on details - alphabetizing, mnemonics, peg words, or attribute manipulations.

Try reading strategies that help you focus on details - margin notes, reading grids, and flash cards.

Use notetaking strategies that help you focus on details - taking term lists or copies of the text glossary to class, listen for cue words and clue words, tape record the lecture and add to the notes later, and share notes with other students.

Learn to recognize the signs of procrastination and enlist the help of others to avoid it.

Dump facts and details on a test as soon as you get it.

STRATEGIES FOR CONCRETE SEQUENTIAL LEARNERS

Strategies that draw on your strengths:

Use information organization strategies like hierarchies, flow charts, Venn diagrams, outlines, webs or spider maps, herringbone maps, and matrices.

Use binders, folders, boxes, and bins to organize your study area.

Use daily to-do check lists, weekly planners, semester calendars, and other time management aids to juggle all the requirements of college.

Develop and stick to a daily routine.

Break tasks into small parts and complete each task in a systematic, step-by- step manner.

Use memory strategies that emphasize sequencing - mnemonics, chaining, clustering, peg words, and alphabetizing.

Put new information in your own words and focus on key words. Boil down information to the bare necessities.

Consciously and deliberately consider how new information relates to the real world and/or your personal experiences.

Find or think of concrete examples to illustrate new ideas you learn.

Strategies that compensate for your weaknesses:

Reorganize and rewrite lecture notes for classes in which the instructor jumps around among subjects.

Get assignments as early as possible so you have ample time to complete the task in stages.

Make sure you understand completely the expectations and requirements of an assignment (test, paper, lab, etc.) by talking with the instructor, reading and rereading the syllabus, or consulting with reliable students.

Consult closely with instructors who do not provide syllabi or assignment directions.

Develop clear ground rules when you have to work with a group.

STRATEGIES FOR CONCRETE RANDOM LEARNERS

Strategies that draw on your strengths:

Use instinct and insight to solve problems.

Use time management strategies that focus on general time frames rather than specific deadlines and routines.

Establish general guidelines for completing a task.

Use real-life experience to learn and relate new information to prior knowledge.

Brainstorm to identify possible answers to questions or solutions to problems; follow up with strategies for effectively choosing among options.

Assume leadership roles in group situations, but remember the characteristics of an effective leader.

Use memory strategies that allow you to draw on personal experiences - visual imagery, mnemonics, self-referencing, affect elicitation, and attribute judgments.

Apply new strategies yourself to keep highly involved in the process. Don't let someone do it for you.

Develop multiple pathways to achieve a goal.

Develop opportunities that allow you to work through problems yourself and to be actively engaged in the learning process.

Take courses or instructors that allow you options for course work.

Take courses or instructors that allow you to use unusual and creative approaches.

Strategies that compensate for your weaknesses:

Translate specific deadlines into general time frames.

Translate strict instructions into general guidelines for completing a task. Check with your instructor that your translation is accurate.

Use a tape recorder to record ideas, data or steps you follow in solving a problem.

Avoid overanalyzing test questions by reading them once or twice; in most cases, don't dwell on individual words.

Work on test taking strategies for objective questions that have only one answer, such as multiple choice, true-false, matching, or fill in.

To prepare for an exam, make up practice test questions that focus on discerning the best answer.

Use the process approach to writing - select topic, brainstorm ideas, organize ideas into an outline or web, write rough draft, proof, write final draft.

STRATEGIES FOR ABSTRACT RANDOM LEARNERS

Strategies that draw on your strengths:

Identify the broad general principles that underlie what you are learning.

Work with other students or in study groups.

Personalize new information - how does it relate to you personally?

Use memory strategies that allow you to draw on personal experiences - visual imagery, mnemonics, self-referencing, affect elicitation, and attribute judgments.

Try notetaking strategies like REAP that emphasize your personal experiences.

Organize information in a way that makes sense to you.

Take courses that allow for spontaneity, creativity, and imagination.

Take courses or do assignments that allow you to work with others.

Take courses or do assignments that allow you to express personal feelings and beliefs.

Strategies that compensate for your weaknesses:

Use attention and concentration strategies that help you focus on a task through completion - check lists, reminders, eliminating distractions, and rewards.

Focus on details using color coding, flash cards, or lists.

Use positive self talk and reinforcement.

Manage your time with daily, weekly or semester planners designed to suit your personal needs.

Politely ask for concrete feedback on assignments if it is not provided.

Devise some method for juggling several assignments at the same time.

Use interpersonal communication skills to work with unfriendly people, accept criticism, or take a hard stand on a controversial issue.

STRATEGIES FOR ABSTRACT SEQUENTIAL LEARNERS

Strategies that draw on your strengths:

Use organizational strategies for main ideas and concepts - webs, hierarchies, herringbone maps, and outlines.

Take notes in an organized manner, such as Cornell method or outlines.

Organize your study area and materials with binders, folders, boxes, and bins.

Use exact and well-researched information for assignments. Try the clip-strip strategy, for example, in notetaking from reference material.

Learn a task through watching other people.

Break tasks into small parts and complete each part in a systematic, step-by- step manner.

Allow yourself plenty of time to complete assignments so you are not rushed.

Use memory strategies that emphasize sequencing - mnemonics, alphabetizing, clustering, peg words, and chaining.

Relate new information to prior knowledge.

Use logical reasoning in solving problems.

Write summaries for each lecture, each chapter, or each unit.

Take courses with instructors who don't impose strict guidelines and regulations for completing specific assignments.

Take courses that provide opportunities for logical reasoning and analysis.

Strategies that compensate for your weaknesses:

Use organizational strategies that help you focus on details - flash cards, lists, and color coding.

When topics are not covered in the depth you prefer, get additional information from sources other than the text book - other texts, movies, journals, experts, museums, etc. Explore topics outside of class when necessary.

Ask instructors to model things for you.

Consult with instructors so you understand the purpose of each assignment.

Develop a reward system for completing repetitious work or tasks.

Be diplomatic when trying to convince someone of your opinion or viewpoint.

Consciously limit your class participation so you don't monopolize the discussion. Time yourself. Write down only a certain number of points you will raise.

Be conscious of your tendency to make decisions without thinking them out. Make yourself count to ten before you reach a decision. Make yourself write down three pro's and three con's before you make a decision.

REFERENCES

Matte, N. L. and Green Henderson, S. H. (1995). Success, your style! Right- and left- brain techniques for learning.  Belmont, CA: Wadsworth Publishing Company.

O'Brien, L. (1985). Learning channel preference. Rockville, MD: Specific Diagnostics, Inc.

Tobias, C. U. (1994). The way they learn. Colorado Springs: Focus on the Family Publishing.