Learning Styles: Work Smarter, not Harder in the Classroom.
Each person uses all available senses (sight, sound, touch and smell) when learning. These senses are called learning modalities and we use them in processing and retaining information. Some of these senses we use more efficiently than others in the learning process and are identified as our individual learning style or modality preference .
There are three main types of learning styles: visual, kinesthetic and auditory. It is important to know your learning style and to put into practice the learning strategies below. You can visit the Office of Testing and Career Development at the CF Ocala Campus, Bryant Student Union, Room 205, and Citrus Learning and Conference Center, to take a free inventory to help you determine your learning style.
Visual Learners “Seeing is Believing.”
Characteristics
- needs to see it to understand it
- learns best by seeing, reading, watching
- strong sense of color and design as organizational tool
- uses lists and planners to organize
- relates to vivid imagery, figurative language and descriptions
- sensitive to environmental distractions such as excess movement, sounds and noises
- may have difficulty remembering oral instructions and following lectures
Learning Strategies
- uses multi-media to enhance learning such as video, computer assignments, illustrations, diagrams, demonstrations
- uses color coding to organize notes, time and possessions
- marks calendars with different colors of ink and uses colored stickers and folders for different courses
- sits away from windows and doors, sits close to front of class, takes good notes and uses written instructions
Auditory Learners “Can You Hear Me Now?”
Characteristics
- needs to hear it to understand it
- uses phonics and auditory word attack skills
- prefers listening and auditory instruction to reading and writing
Learning Strategies
- uses verbal instructions from self and others, thinks out loud to process ideas and uses tapes for reading and lectures
- reads to self out loud to remember certain definitions, terminology or vocabulary
- puts review questions on tape
- participates in classroom discussions and group learning activities
Kinesthetic Learners “Learning by Doing.”
Characteristics
- needs to apply it to understand it
- action oriented in problem solving
- difficulty with long periods of inactivity
Learning Strategies
- active learning - group learning activities, labs, projects, portfolios, making models, conducting demonstrations, making presentations, taking lots of notes, papers
- case studies, collaborative group projects, contextual learning and real-life applications
- takes frequent study breaks with physical movement such as stretching, short walks and does better with shorter class periods stretched out during the week
Time Management
- There are 168 hours in a week. For one week, write down the time you spent on all your activities: Sleeping, eating, studying, in class, homework, travel to and from class and work, entertainment, home/family responsibilities, church, work. Evaluate how you spend your time, and define your “time busters” (e.g., procrastination, TV, telephone, Internet).
- Remember: Do not underestimate the importance of any one of the areas listed above. The primary reason motivated students fail to reach their goals is personal overload of activity.
- 80/20 principal: you should spend 80 percent of your time on the 20 percent most valued activities.
- Set goals and prioritize them.
- General rule: spend two to three hours of study time for each hour you are in class (a three-credit hour course would require six to nine hours per week on homework, studying and exam preparation).
General Strategies for Studying
- Do not miss class. Listen during lectures and participate in discussions.
- Active participation will help you retain what you are learning.
- Budget your time effectively. An hour or two each day is more effective, and far less painful, than studying all night before exams.
- If a concept gives you trouble, do additional reading or problem solving beyond what has been assigned. If you still have trouble, ask for help; you can find friends, classmates, tutors, or teachers who will be glad to help you.
- Working together with friends can be valuable in helping you solve difficult problems. However, be sure that you learn with your friends and do not become dependent on them.
- When studying your text don’t highlight - underline! Using a pen or pencil to underline material requires greater care and therefore helps to keep you alert as you study.
Reading and Study System, SQ3R
SURVEY - Read the chapter title, introduction, learning objectives, summary and end of chapter questions. Also review bold face headings and subheadings, graphics, and italics throughout the chapter. This will provide an overview of the chapter and create a mental framework for understanding the chapter more thoroughly as you read.
QUESTION - Prior to reading each section, turn each heading into one or more questions. It will be helpful if you write your questions down so you can refer to them as you move through this process. This step helps you concentrate and creates active learning.
READ - As you read each section, look for answers to your questions. This fills in the information around the mental framework you have created in the previous steps.
RECITE - After you have finished reading a section and before moving on, go back to your questions to see if you can answer them. If you can not, you may have missed the main ideas in that section and may want to read it again. If you can answer them, you are ready to move on to the next section, repeating the entire process.
REVIEW - This is the final step in your reading session. Again, review your questions to see if you can answer them. This step helps to refine your mental organization and begin to build your memory and understanding of the material. Following this model as you read chapters is likely to reduce the amount of time you will need to spend studying the chapters the week before the test because you have already begun to learn the material as you move through this process.
Note Taking
- First, be sure to do all your homework assignments before going to class. You will have a much easier time understanding what the instructor is going over if you have read the textbook chapters and done the assignments.
- Second, bring your textbook to class as you may want to follow along or even take some notes right in your text.
- Third, leave a good amount of space in your notes so you can fill in further insights as you review your notes.
- Further, ask questions and participate in class (be an active learner).
- Abbreviate as much as possible (words, phrases, name), but make sure you will be able to read and understand your notes later. Use symbols, such as #, <, vs., and w/.
- Translate or add clarity to your notes as soon after class as possible.
- Date your notes and use meaningful headings. Clip related handouts to your notes.
E-Learning Success (Success in Online Courses)
Taking an on line course requires just as much time and effort as an in-class course. Consider these questions before you register for an online course.
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Do you like to work alone? Distance learning does not provide the face-to-face interaction of a classroom course. |
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Are you comfortable working primarily with a text-based medium? Without a lecture, you will have more reading to do than the same class on campus. |
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Are you comfortable asking for clarification and continuing to ask when you need more information? |
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Do you have good, basic computer skills? Do you know how to use the Internet, send emails and attachments, and manage files? |
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Are you an effective manager of your time? Good time management skills are essential; it could take you from six to 15 hours or more per week for each online course. |
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Are you disciplined? |
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Are you detail oriented? |
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Do you have good problem solving skills? |
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Do you need convenience and a flexible schedule? |
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Do you have your own computer with Internet service at home? |
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Do you have the software required for the course? Although CF campuses have computer labs students can use, you must factor the extra time spent on campus to use that resource. |
If you answered yes to most of these questions, then you might want to try an online course.
Test Preparation Tips
Preparation for your test begins with studying, completing homework assignments and reviewing study materials on a regular basis.
- Budget your time. Make sure you have sufficient time to study so you are well prepared for the test.
- Go to review sessions. Pay attention to hints the instructor may give about the test. Take notes and ask questions about items that confuse you.
- Ask the instructor to specify the areas that will be emphasized on the test.
- Make sure you go to the class right before the test; it’s another prime time for the instructor to give out more hints including the format of the test.
- Go over materials from previous tests, sample problems, review materials, the textbook, class notes, handouts, etc.
- Eat before the test. Food will give you energy and help you focus, but avoid heavy foods that can make you groggy or sleepy.
- Don’t stay up all night studying. Get at least six to eight hours of sleep the night before the test.
- Put the main ideas/information/formulas onto a sheet that can be quickly reviewed many times; this makes it easier to retain key concepts that will be on the test.
- Try to show up at least five minutes before the test will start.
- Set your alarm and have a back up alarm, as well.
- Use the restroom before walking into the exam room.
Test Taking Tips
General
- Preview the test before you answer anything.
- Write your short answers in clear and simple sentences.
- Do a mind dump and write down anything you think you might forget.
- Quickly calculate how much time you should allow for each section according to the point value.
- Read the directions carefully.
- Answer the easy questions first.
- Go back to the difficult questions.
- Look for cues (other questions might provide an answer).
- Answer all questions (unless you are penalized for wrong answers).
- Ask the instructor to explain any items that are not clear.
- Try to answer the questions from the instructor’s point of view.
- Use the margin to explain why you chose the answer.
- Circle key words in difficult questions, this keeps you focused on what is important.
- Express difficult questions in your own words.
- Do not change answers. Go with your first instinct. It is usually correct.
- Use all of the time allotted for the test.
Multiple Choice
- Read the directions carefully.
- Know whether you must mark the one best correct answer or all correct answers.
- Know if you are penalized for guessing.
- Read the stem of the question.
- Use the options for hints.
- If you are uncertain of the correct answer, cross out all that are definitely wrong and then come back to this item later.
- Circle all negative words and 100 percent (“all”) words.
- “All of the above” answers are often correct.
True/False
- Most true/false tests contain more true answers than false answers.
- Pay close attention to qualifiers, negatives and long strings of statements.
- Qualifiers are words that restrict or open up general statements: never, none, always or frequently, often, generally.
- Negatives are confusing. Circle the negative and read what remains, answering whether it is true or false. If it is true, the opposite or negative is usually false.
- Every part of a true sentence must be true.
Fill in the Blank or Short Answer
- Prepare for the test; try to categorize your study material.
- Use grammatical clues as hints.
- If you can think of several answers, try to determine what the instructor is seeking.
- Make a guess using common sense, usually better than leaving it blank.
- Write your short answers in clear and simple sentences.
Essay
- Understand what the question is asking.
- First sentence of the essay’s answer should repeat the question and show the reader how you will develop your answer.
- Outline major points; they should stand out.
- Major points should be supported with facts and examples, and clear transitions from one to the next.
- Someone who has not taken the course should be able to understand what you have written.
- Major points should be completely covered to adequately answer the question.
- Be sure to stick to the question.
- A conclusion with a summary statement should be included.
- Proofread for grammar, spelling and other errors that could impede the reader’s understanding.
- Write neatly; you want the reader to be able to decipher your handwriting.
Dealing with Test Anxiety
Introduction
Most students experience some level of anxiety during an exam. However, when anxiety begins to affect exam performance it has become a problem. Lack of preparation can cause test anxiety as indicated by:
- cramming the night before the exam
- poor time management
- failure to organize text information
- poor study habits
- worrying about past performance on exams, how friends and other students are doing, the negative consequence of failure
Studying in college is different than studying in high school. It is not just reading the textbook and notes over and over. Students who just read over the material may think that they have studied, but then find out during a test that they do not know the material as well as they thought they did. You are expected to know and understand concepts, theories, and how various things are related. You must know the material thoroughly in order to make an A on a college test. Often students do not spend the necessary time required to really understand the material thoroughly. Real studying involves thinking, analyzing, writing things down, organizing the material in a meaningful way, and figuring out ahead of time what will be on the test.
An effective way to deal with test anxiety in a particular course is to study for a test so thoroughly that there is no way that you can do poorly. This may mean spending two to three times the amount of time and effort studying that you normally spend. If you thoroughly understand everything that might possibly be on the test, your confidence level will be very high and there will not be any room for self-doubt or self-defeating behaviors.
Physical Signs of Test Anxiety
During an exam, as in any stressful situation, a student may experience any of the following bodily changes:
- perspiration
- sweaty palms
- headache
- upset stomach
- rapid heart beat
- tense muscles
Effects of Test Anxiety
How to Reduce Test Anxiety
- Study and know the material well enough so that you can recall it even if you are under stress.
- Learn and practice good time management and avoid laziness, procrastination and day dreaming.
- Build confidence by studying throughout the semester and avoid cramming the night before the exam.
- Generate questions from your textbooks and lecture notes.
- Focus on key words, concepts and examples in your textbooks and lecture notes.
- Make charts and outlines which organize the information in your notes and textbooks.
- Use relaxation techniques, for example, taking long deep breaths to relax the body and reduce stress.
The Study Environment
Your study environment can have a big effect on how efficient you study.
- Check your place of study for noise, interruptions, lighting, temperature, neatness, comfort and equipment
- Minimize distracting noise. Some people need some sound, and some like silence. Find what works for you.
- Culprits are family and friends. Consider a “do not disturb sign” and let phone calls go to voice mail. You can catch up with folks later.
- Have plenty of room to work; don’t be cramped. your study time will go better if you take a few minutes at the start to straighten things up.
- A desk and straight-backed chair is usually best. Don’t get too comfortable. A bed is a place to sleep, not study.
- Have everything (book, pencils, paper, coffee, dictionary, computer, calculator, tape recorder, etc.) close at hand. Don’t spend your time jumping up and down to get things.
Preparing for or Anticipating Test Anxiety
- What is it you have to do? Focus on dealing with it.
- Just take one step at a time.
- Think about what you can do about your anxiety.
- No negative or panicky self-statements; just think rationally.
- Don’t worry; it won’t help anything.
- Don’t think about fear; just think about what you have to do.
- Stay relevant.
- Relax; you’re in control. Take a slow, deep breath.
- You should expect some anxiety, it’s a reminder not to panic and to relax and cope steadily with the situation.
- Tenseness can be an ally, a friend; it’s a cue to cope.
Coping with the Feeling of Being Overwhelmed
- When the fear comes, just pause.
- Keep the focus on the present; what is it you have to do?
- You should expect your fear to rise some.
- Don’t try to eliminate fear totally; just keep it manageable.
- You can convince yourself to do it. You can reason your fear away.
- It’s not the worst thing that can happen.
- Do something that will prevent you from thinking about fear.
- Describe what is around you. That way you won’t think about worrying.
Reinforcing Self-statements
- It worked! You did it!
- It wasn’t as bad as you expected.
- You made more out of the fear than it was worth.
- You’re getting better. You’re learning to cope more smoothly.
- You can be pleased with your progress.
- You like how you handled it. You can be proud of it.
List of Self-Verbalizations
The lists below contain some common thoughts and worries which many test-anxious people have. Check those that you can identify with most. Then study your list and see if you can change any of your worrying thoughts. Ask yourself, “How rational is each thought? How much evidence do you have for such a belief?”
- Worry About Performance
__I should have studied more. I’ll never get through.
__I just want to finish and get out of here and hope for the best.
__I don’t know anything. What’s the matter with me?
__My mind is a blank. I’ll never get the answer. I must really be stupid.
__I can’t figure out what the professor wants. No way I’ll do well on this test.
__I can’t remember a thing. This always happens to me. I never do well on anything.
__Only 10 minutes left. There are so many questions. I’ll never get through everything.
__I just can’t think. Why did I ever take this course?
__It’s no use. I might as well give up.
__I knew this stuff yesterday. What’s wrong with me?
__My mind is a blank…I’m just not cut out for this.
__I have to get an A. Smart people always get A’s.
__This stuff is easy. I should get everything right.
__This is terrible, absolutely the worst test I’ve ever had.
__I’m just a no good, terrible, worthless person.
- Worry About Bodily Reactions
__I’m sick. I’ll never get through.
__I’m sweating all over. It’s really hot in here.
__My hands are shaking again. I can’t even hold the lousy pen.
__My stomach is going crazy; churning and jumping.
__Here it comes. I’m getting really tense again. Normal people just don’t get like this.
- Worry About How Others are Doing
__I know everyone’s doing better than I am.
__I must be the dumbest one in the class.
__I’m going to be the last one done again. I must really be stupid.
__No one else seems to be having trouble. Am I the only one?
- Worry About Possible Negative Consequences
If I fail this test, I’ll:
__Flunk the course.
__Be kicked out of school.
__Never get into graduate school.
__Have to get A’s on the midterm and final.
__Have to go to summer school.
__Never get a good grade.
__Never graduate on time.
__Never get the kind of job I want.
__Disappoint my family (or friend, boyfriend/girlfriend, teacher, etc.). I’ll never be able to face them again.
__Everyone will think I’m stupid. I’ll really be embarrassed.
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