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Module 1 how do you learn- narrated
- 1. Strong Start Series Success Skills Part 1
- 2. Agenda Total hours Breaks How do you learn? How do you study? Notes Test-taking Tips Reading for Understanding Critical Thinking
- 3. Objectives Identify ways to become an active learner, engaged in your learning. Define learning styles. Describe techniques to enhance your learning, based on a variety of learning styles.
- 4. Introductions Introduce yourself to 2 - 3 people. Share: your name one item of your choice How do you learn best?
- 5. How do you learn? Chapter 1 – Learning by Doing Chapter 2 – Learning Styles
- 6. Awareness Activity Do you sit close to the action? Do you actively participate in the discussion? Do you take notes during class? Do you take notes while reading? Do you read the material before or after the instructor presents it?
- 7. A few things to know about The brain… Researchers… Vocabulary…
- 8. Brain Needs Deals with Information Food Water Oxygen (exercise) Sleep Connects to previous learning Stores things that by similarity Recalls things by differences Emotions impact learning 1000 words = 1 picture Chunks of information
- 9. Active vs. Passive Learning Active – doing something, being conscious or mindful, being part of the learning Passive – doing nothing, unconsciously, letting the learning happen to you Are most people active or passive learners?
- 10. Are you sequential, random, or balanced?
- 11. Activity Sequenti al Random •Balance d
- 12. Sequential Learners Step-by-step approach Theory Order Neatness Planner Structure Detail Get to the point Formal school structure Traditional instruction
- 13. Random Learners Less structure Favorite subjects English Sports & Current Events Examples & Comparisons Gut sense Illustrations Random thinking Non-traditional learning Informal school
- 14. Balanced Learner Complete Checklist: Activity 1 Sequential or Random Preferences,
- 18. Are you visual, auditory, or tactile? Complete Activity 3: Visual, Auditory, Kinesthetic
- 19. Visual Strategies Good notes Flash cards Read instructions Review material Write reminders Vocabulary Visualize spelling Write names
- 20. Visual Strategies Calendar Sit close TV Picture—Control Color Code Notebooks Numbers--visualize
- 21. Auditory Strategies Read aloud Listen Small group study Ask questions Rhythm/song Tape record Repeat Solve problem aloud Memorize – rhythms/songs Teach Positive talk
- 22. Tactile/Kinesthetic Strategies Flash cards Reading Write notes Abbreviations/symbol s Rewrite Recite information Highlight Calculator Work area Breaks Real-world applications
- 23. Other theories: Left Brain/Right Brain Multiple Intelligences
- 24. Paperwork Learning Styles Inventory Pre-screening for Learning Needs Name Checkmarks, if true No need to tally Turn in Name Checkmarks, if true No need to tally Turn in
- 25. Review and Reflect Brain Learning Styles Teaching Styles What have you learned about yourself as a learner? How will this be helpful as a student? Write them down. Share with partner.
Notas del editor
- Activity – Ask .each question. Students will move to one side of the room or the other. After each questions, ask students to discuss how this choice affects their learning. Following activity, use 2 or 3 discussion questions: Did you learn anything new about yourself? Do you feel that your choices help your learning? Is there anything you should think about changing?
- There are many people studying the brain and how it learns. I will share some information about the brain, but keep in mind that researchers collected information, sorted it and studied it and organized it in a way that made sense to them. You will hear many different terms to describe learning styles and multiple intelligences. They are all talking about similar ideas organized in different ways. We will discuss a few and try not to get too complicated.
- As we discuss your study habits, keep the needs in mind, as well as the key points about learning.
- Lets talk about active and passive ways to learn. Ask for examples (fixing something-active, hearing something on TV – passive) Observers and participants is another way to think of it. Osmosis is an example of passive learning. It may work for observation or picking up info from TV, but you can’t put your book under your pillow and absorb the info into your head. We will be focusing on active ways. To be successful in anything it is important to know how you learn best. Over the next three days we are going to practice several ways of learning. For this first part you are going to help me to teach the class. Let’s break into 3 groups. I will give you a topic and later when we get to that topic, be prepared to teach it to the rest of the class. Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49.
- One way to describe learners is sequential, random, or balanced. You will work with your group to learn about one of these. You will then present the information to the class. Each group will need a Success Skills book. Information for Sequential and Random Learners on pages 36-37 and information for Sensory Learning is on pages 46-49. You may choose to skip the student presentation and lead a discussion of the points on the next few slides. If you have a large group, also assign Visual, auditory, tactile for presentations. Information pgs 45 - 50
- No one is a true sequential or random learner, there are usually qualities of both kinds of learners in each person’s style. The sequential learner is typically one who needs the following: step-by step approach, theory, order, neatness, planner, structure, detail and they like to get to the point. Sequential learners typically learn in a formal school setting with a lot of structure and traditional instruction. Many American businesses also place a high value on sequential thinking.
- Random learners are typically more creative than sequential learners. They usually enjoy music, art and physical education. Random learners need less structure. Math is not usually their favorite subject. English papers may need more organization and or development. Random learners must make sure they are following the directions of the assignment. They sometimes like to talk about sports or current events at work. Examples, comparisons and analogies are better than theories. Traditional learning and formal school is difficult for random learners.
- Balanced learners have about equal number of sequential and random learner characteristics. They are able to adapt to both styles of learning. They usually get along well with others because they can match either style. You probably have a good idea of which type you are, but let’s check this out. Pass out Handout #1 and ask students to fill out the front side only. Discuss. Did these learning differences have an impact on how your group worked together? Continue with instructor discussion, then finish presentations about visual, auditory, tactile learning.
- One key to learning all that you need to learn about a subject is to recognize your teacher’s learning style. Teachers tend to teach according to their learning style. No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation. The Sequential Instructor Idealistic, systematic and organized Likes facts and details Values sequential thinking Shows more interest in data than people Prefers informational forms of instruction, such as reading or lecture Can sometimes be completely unaware of the emotional climate in a room Seeks efficiency Is a decision maker Typically teaches subjects that require sequential thinking such as math or computers Has well-planned learning activities Tends to be a firm disciplinarian Grades answers as right or wrong, no partial credit, stresses correctness and facts
- No matter if you are learning on the job, in the classroom or at home, no matter who instructs you, it is your job to learn and succeed in every learning situation. The Random Instructor Enjoys people Is non-judgmental and supportive of others values and opinions Prefers role-playing, open discussion and small group work Will often individualize instruction Prefers to create own course of study Gives imaginative assignments Assumes learning is a function of interest Prefers self-discovery, experience and a variety of instructional modes Tends to follow what he or she feels like doing rather than a structured lesson plan Typically teaches subjects that require random thinking like art, music or physical education Displays a learning environment that sequential instructors may view as disorderly Stresses concepts and conclusions
- The Balanced Instructor Typically shows an equal mix from sequential and random preferences. These instructors are generally very well liked because they attract both styles of students. Balanced instructors are challenging to both the sequential and random learner because they require each type of learner to adapt to the other style while providing some comfort in his or her preferred style. Have the group do Activity 3 before turning the class over to the next group.
- Ask the question. Activity: Show the class how to do this. “Make a circle with your fore finger and thumb. Hold it out in front of you. Now, pt it on your cheek.” (Say Cheek---but put your circle on your chin. ) If they do as you do, they are visual; if they do as you say, they are auditory. Or they think you are nuts!! Complete checklist, discuss results.
- Visual Learners : Prefer to use their eyes to learn Learn best by observing demonstrations Visual aids In their mind’s eye Like to write things down Visual learners tend to use the statements such as “I see what you mean,” “Show it to me,” or “I get the picture”
- These things are helpful for visual learners
- Prefer to use their ears Learn best by listening to information, either by listening or speaking They do not have to write things down Work well with partners or in teams Auditory learners tend to use statements such as, “I hear you,” “That sounds good to me,” or “I’m glad you mentioned that.” Audio learners like to read aloud, listen to people talk, work well in small groups, frequently ask questions, learn by listening to tape recorders and use songs or rhythm to remember information. They also repeat information aloud and talk while solving problems.
- Tactile/Kinesthetic learners prefer to use their bodies to learn They prefer to be involved physically in their learning Must be physically comfortable Tend to move around a lot, fidget, slouch in their chairs Express themselves through body language Tactile learners tend to use statements such as “I grasp what you mean,” “You’re on the right tract,” or “That really tickles my funny bone.” Tactile or Kinesthetic learners are most successful when using flash cards, reading aloud, writing notes, using abbreviations and symbols, highlighting words that they have read, using a calculator, they need real work areas and must take breaks often. There are many examples of style categories. Have students fill out other inventory. Collect after results are discussed.
- What have you heard about these?
- In order to help instructors work with you using the preferences you have, these forms will provide information for Marie. She will complie it and share it with instructors.