© 2010 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Chapter 3: Learning About Learning © 2010 Wadsworth, Cengage Learning

You’re About to Discover… How learning changes your brainHow learning changes your brain How people are intelligent in different waysHow people are intelligent in different ways How you learn through your sensesHow you learn through your senses How to become a more efficient and effective learnerHow to become a more efficient and effective learner How your personality type can affect your learning styleHow your personality type can affect your learning style

© 2010 Wadsworth, Cengage Learning Challenge and Reaction STEP 1 STEP 1 CHALLENGE FOCUS Challenge Case STEP 2 STEP 2 REACTION What Do YOU Think? Tammy Ko p © 2010 Wadsworth, Cengage Learning

1.You’re intrinsically motivated to learn material that is appropriately challenging. 2.You’re appropriately stressed, but generally relaxed. 3.You enter into a state researchers call “flow” and are totally absorbed in what you’re doing. “It is not the answer that enlightens, “It is not the answer that enlightens, but the question.” Eugene Ionesco, but the question.” Eugene Ionesco, Romanian and French playwright Romanian and French playwright Create the Best Conditions for Learning

© 2010 Wadsworth, Cengage Learning 4.You’re curious about what you’re learning and you look forward to it. 5.You’re slightly confused, but only for a short time. 6.You search for personal meaning and patterns. 7.Your emotions are involved, not just your mind. “It is what we think we know already that often prevents us from learning.” often prevents us from learning.” Claude Bernard, French physiologist Claude Bernard, French physiologist Create the Best Conditions for Learning

© 2010 Wadsworth, Cengage Learning 8. You realize that as a learner you use what you already know in constructing new knowledge. 9. You understand that learning is both conscious and unconscious. 10. You are given a degree of choice in what you learn, how you do it, and feedback on how you’re doing. Chapter Exercise Chapter Exercise p. 52 p. 52 “Personal participation is the universal “Personal participation is the universal principal of knowing.” Michael Polanyi, principal of knowing.” Michael Polanyi, Hungarian-British scholar Hungarian-British scholar Create the Best Conditions for Learning

© 2010 Wadsworth, Cengage Learning To Your Health p. 55 © 2010 Wadsworth, Cengage Learning

p. 58 Control Your Learning

© 2010 Wadsworth, Cengage Learning Interpersonal Logical-Mathematical Spatial Intrapersonal Musical Naturalistic LinguisticBodily-Kinesthetic Chapter Exercise Chapter Exercise p. 59+ p. 59+ How are You Smart?

© 2010 Wadsworth, Cengage Learning Studying Intelligently © 2010 Wadsworth, Cengage Learning

Visual: (depicted) symbols, charts, diagrams, color, layout, flow charts, mindmaps, spatial arrangements, headings Aural: (spoken, heard) lectures, Podcasts, discussions, study groups, , chats, oral presentations, oral feedback Read/Write: (read, written) textbooks, papers, notetaking Kinesthetic: (reality-based, uses all the senses) analogies, case studies, application, simulations, field trips, role plays, experiments, games, problem-based learning, learning by doing, film, animated websites Chapter Exercise Chapter Exercise p. 66+ p. 66+ VARK and Learning

© 2010 Wadsworth, Cengage Learning General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies Draw maps. Create charts. Develop graphs. Use symbols. Draw diagrams. Underline text. Make flow charts. Use highlighters. Write with different colors. Draw pictures. Use word imagery. Use spatial arrangements. Pay attention to teachers who are dramatic and dynamic. Convert your lecture notes to a visual format. Study the placement of items, colors, and shapes in your textbook. Put complex concepts into flowcharts or graphs. Redraw ideas you create from memory. Practice turning your visuals back into words. Practice writing out exam answers. Recall the pictures you made of the pages you studied. Use diagrams to answer exam questions, if your instructor will allow it. VISUAL

© 2010 Wadsworth, Cengage Learning Discuss topics with other students. Use a tape recorder so you can listen more than once. Attend as many class lectures as you can. Leave spaces in your lecture notes for later recall and filling in. Join a study group. Find ways to talk about and listen to conversations about the material. Describe the material to a student who wasn’t there. Make a point of remembering examples, stories, and jokes: things people use to explain things. Tune in to your teacher’s voice. Read your notes aloud. Explain your notes to another auditory learner. Ask others to “hear” your understanding of the material. Talk about your learning to others or to yourself. Record your notes onto tapes or CDs or listen to your instructors’ Podcasts. Realize that your lecture notes may be incomplete. You may have become so involved in listening that you stopped writing. Fill your notes in later by talking with other students or getting material from the textbook. Practice by speaking your answers aloud. Listen to your own voice as you answer questions. Opt for an oral exam if allowed. Imagine you are talking with the teacher as you answer questions. General Strategies General Strategies Study Strategies Study Strategies Exam Strategies Exam Strategies AURAL

© 2010 Wadsworth, Cengage Learning General Strategies Study Strategies Exam Strategies Make lists. Take lecture notes (almost verbatim) Journal about what you’re learning. Pay attention to headings. Read textbooks thoroughly. Compile/read glossaries. Write out definitions. Read/find quotations. Look up words in the dictionary. Pay attention to printed handouts. Read outside library materials. Read websites and webpages. Read manuals (for computers or labs). Listen to teachers and students who are articulate. Write out your lecture notes again and again. Read your notes (silently) again and again. Put ideas and principles into different words. Translate diagrams, graphs, etc. into text. Rearrange words and “play” with wording. Turn diagrams and charts into words. Write out potential exam answers. Practice creating and taking exams. Type out your answers to potential test questions. Organize your notes into lists or bullets. Write practice paragraphs: particularly beginnings and endings. READ/WRITE

© 2010 Wadsworth, Cengage Learning General Strategies Study Strategies Exam Strategies Go on field trips. Find real examples of abstract concepts. Apply information. View exhibits, samples, and photos. Use hands-on approaches, computers for example. Take advantage of labs. Engage in service-learning related to the course. Listen to teachers who give real-life examples. Don’t forget that you need to do things in order to remember them. Use all your senses. Recall experiments, field trips, etc. Remember the real things that happened. Talk over your notes with another “K” person. Use photos and pictures that make ideas come to life. Go back to the lab, your lab manual, or your notes that include real examples. Remember that your lecture notes will have gaps if topics weren’t concrete or relevant for you. Use case studies to help you learn abstract principles. Role-play the exam situation in your room (or the actual classroom). Put plenty of examples into your answers. Write practice answers and sample paragraphs. Give yourself practice tests. KINESTHETIC

© 2010 Wadsworth, Cengage Learning Customize Your Learning Color Image U2 Coldplay Alicia Keys Ringtone Chapter Exercise Chapter Exercise p. 70 p. 70

© 2010 Wadsworth, Cengage Learning 1.Remember that VARK preferences are not necessarily strengths. 2.If you have a strong preference for a particular modality, practice multiple suggestions listed for that modality. 3.An estimated 55 to 65 percent of people are multimodal. 4.If you are multimodal, you may have to use all your modalities to be confident you’ve learned something. 5.You may want to save experimenting with modalities you don’t prefer until after college. Using Your Sensory Preferences © 2010 Wadsworth, Cengage Learning

Does Personality Affect Learning? What energizes you? Introvert Extrovert SensoriNtuition How do you process information? ThinkerFeeler How do you make decisions? JudgerPerceiver How do you relate to the world?

© 2010 Wadsworth, Cengage Learning Using Your Personality “Each person is an exception to the rule.” Carl Jung, psychiatrist Carl Jung, psychiatrist Translate for Maximum Comfort. Your instructor may have a different learning style Adapt course material to what works best for you Make Strategic Choices. Don’t use your style as an excuse Become more versatile Take Full Advantage. Make the most of your time in college Pursue new learning opportunities © 2010 Wadsworth, Cengage Learning

Insight and Action STEP 3 STEP 3 INSIGHT NOW What Do You Think? STEP 4 STEP 4 ACTION Your Plans for Change Tammy Ko p. 73 © 2010 Wadsworth, Cengage Learning

Chapter 3: Exercises and Activities What Is Learning? Multiple Intelligences Self Assessment VARK Learning Styles Assessment VARK Activity Audio Summary of Chapter 3 Audio Chapter Summary Chapter Summary Chapter Exercise Chapter Exercise p. 52 p. 52 Chapter Exercise Chapter Exercise p. 59+ p. 59+ Chapter Exercise Chapter Exercise p. 66+ p. 66+ Chapter Exercise Chapter Exercise p. 70 p. 70 Back to Menu Back to Menu © 2010 Wadsworth, Cengage Learning

What Is Learning? Exercise 3.1, p. 52

© 2010 Wadsworth, Cengage Learning Multiple Intelligences Self Assessment Exercise 3.2, p. 59+

© 2010 Wadsworth, Cengage Learning VARK Learning Styles Assessment Exercise 3.3, p. 66+

© 2010 Wadsworth, Cengage Learning VARK Activity Exercise 3.4, p. 70