Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation by Saundra Yancy McGuire

Author:Saundra Yancy McGuire
Language: eng
Format: mobi
Tags: Education, Higher
ISBN: 9781620363188
Publisher: Stylus Publishing, LLC
Published: 2015-10-13T21:00:00+00:00

Aural or Auditory

Prefers hearing lectures, reading notes out loud, and participating in discussions

Read/Write

Prefers printed material, flashcards, notes, lists, and outlines

Kinesthetic

Prefers direct experience, experiments, fieldwork, visualizing, or other ways of imagining

Aural or auditory learners prefer listening to lectures (live or via radio or podcast), reading their notes out loud to themselves, listening to and participating in discussions, and other ways of learning that involve listening or speaking.

Those with a read/write preference want to ingest information by looking at the printed word. These kinds of students prefer working with printed lecture notes, lists, outlines, flashcards, PowerPoint slides, text-heavy websites, and printed source material, like textbooks, papers, or essays.

Kinesthetic learners prefer direct experience. They benefit from lectures that involve demonstrations or case studies and assignments that involve solving real-world problems or doing lab work or fieldwork. Imagining themselves in situations relevant to the course material (e.g., traveling through the layers of the earth or the atmosphere) is helpful for kinesthetic learners.

Don’t forget about the two types of multimodal learners. Remember, there are those who have different preferences depending on context and those who need input from all of their preferred modes. When you introduce learning style preferences to your students, be sure to explain that preferences are not hard and fast rules, nor are they limitations. Kinesthetic learners can still do very well in a class where information is delivered mostly in read/write modality because those learners can choose study tools that work for them. Notice that the learning strategies given in chapter 5 include something for all types of learners. Finally, students should not ever blindly believe the results of a questionnaire; they should decide on their preferences for specific study tools only after those tools have been proven to work for them in a particular subject.

Three Contexts:

What to Do in Class, While Studying, and During Exams

Table 9.1 is a great resource for students and gives recommendations for how learners of each preference should proceed in three different contexts: in class, while studying, and during exams. Across the rows, Table 9.1 is organized by modality preference; down the columns, it is organized according to setting.

Table 9.1 Different Learning Types in Different Contexts

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