Learning Styles

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Learning Styles

• Knowing how you learn can make all the difference.

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Learning Stylesan Overview

• Visual 40 of population.
• Auditory 30 of population.
• Kinesthetic 30 of population.
• NOTE 100 of population uses a combination of
  all three styles listed above. Most often one
  type is dominant.

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Why it is important to understand your learning
style?

• Better major selection.
• You want to choose a major that caters to your
  dominant learning style.
• If you are a kinesthetic learner, a Construction
  Management major is a good fit.
• On the other hand, if you are an auditory learner
  you will want to purse a major that contains a
  majority of lecture courses.
• Better strategy in choosing courses that are
  aligned with how you learn.
• If you are undecided about your major, knowing
  your learning style can help you avoid courses in
  which you know you will struggle.
• Lecture course versus a Lab course?
• Strategize ways to do better in your courses.
• Once you identify your learning preference, you
  can focus better on required program courses that
  you know are going to be difficult.
• Your choice of study group partners or tutoring
  formats can be informed by your learning style
  preference.

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Visual Learners

• Visual Learners typically
• Remember what was read or seen in a presentation.
  
• Don't retain what they hear over a long period of
  time.
• Think in pictures, use scenes to describe.
• Have vivid imaginations.
• Associate color with information.
• Remember faces, but not names.
• Like written reports better than verbal ones.

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Auditory Learners

• Auditory Learners typically
• Remember what they hear in a lecture or
  presentation. Or even during a conversation.
• Talk while they write.
• Are sophisticated speakers.
• Remember by listening, and therefore get the most
  out of lectures.
• Assign little meaning to concepts or information
  until that information is presented in an audible
  format.

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Kinesthetic Learners

• Kinesthetic Learners typically
• Want to move all the timethey want to be busy!
• Are well coordinated.
• Are doers, not big talkers.
• Like to take things apart, put them back together
  to learn how things work.
• Need concrete experiences to act as learning
  aides.

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Break it down

• So how do you know which is your dominant
  learning style?
• Take a learning style assessment.
• Usually available from your adviser.
• Sometimes UN 100 textbooks contain them.
• ACAC can provide them.
• Some available online for FREE.
• Analyze the resultswhat do they mean?
• Discuss them with your academic adviser.
• What are the strengths of your learning style?
• What are the challenges?
• What are some strategies you can use to be more
  successful particularly in your current
  classes?
• Refer to the following slides for applied
  techniques for each learning style.

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Applied techniques

• Visual Learners
• Write out everything for frequent and quick
  visual review.
• Use color coding when learning new concepts and
  words.
• Use outlines of reading assignments which cover
  key points and guide reading.
• Use notes and flash cards for review of material,
  vocabulary, and terminology for specific course
  s.
• Review textbook during relevant lecture
  component.
• Auditory Learners
• The student should position themselves in the
  classroom or lecture hall so that he/she can hear
  lectures and review them frequently.
• Read written material aloud (restate in your own
  words) .
• Verbally review spelling words and lectures with
  another person - practice verbal repetition .
• Record lectures (with instructor permission).
• Kinesthetic Learners
• Study in short blocks of time rather than
  extended periods .
• Have as many experimental learning opportunities
  as possible, such as lab and studio courses, as
  opposed to straight lecture classes - if you have
  a choice job shadowing, internships, etc.
• Use this info when selecting courses.
• Use flash cards.

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• This PowerPoint presentation is the property of
  Northern Michigan Universitys Academic Career
  Advisement Center. It may not be reproduced
  without written consent.
• www.nmu.edu/acac