Here is a student guide
to improving your learning environment!
Take
advantage of your natural learning preferences and improve your learning by
using the following suggested techniques. Experiment with them and see if they
work for you. Focus on the elements you are most affected by -- those for which
you received scores of 40 and below and 60 and above.
1.
Noise
Level
Quiet: Find
a quiet area at home, school, or work, away from traffic & activity
patterns. If that is not possible, use cotton or earplugs to
block out unwanted noises while working, taking exams or studying.
Sound: Listen
to background music (classical, Celtic, nature sounds). Choose music without
lyrics, since the mind begins repeating lyrics rather than staying on
task. Use headphones in public places,
like the library, on the bus, etc.
2.
Light
Dim: Choose
work spaces with indirect or subdued lighting or draw shades/curtains. Use
sunglasses, caps with visors, hats with brims. Experiment with colored acetate
sheets (used for writing on overhead projectors) placed over book pages while
reading.
Bright: Sit
near windows or use a highly focused lamp. Notice whether you need bright
artificial light (fluorescent) or bright natural light (use full spectrum
bulbs).
3.
Temperature
Cool: Choose
cooler section of a room – near an open door, next to windows (if not sunny),
by air conditioning vent or fan.
Warm: Sit
in warmest area of a room – in center, next to sunny windows, by heat vent.
Bring a sweater or jacket.
4.
Design
Informal:
Study on the floor, bed, easy chair or
comfy couch. Bring a seat cushion when you have to sit on hard chairs.
Formal: Sit
in a straight back chair with a hard surface for books and paper.
5.
Motivation
(Academic)
Low: Make
connections about how assignment applies to your own life. Choose projects
& activities based on your interests. Set specific, attainable short-term
goals and experiment with personal rewards and self-motivators. Choose
interesting, varied learning resources. It is especially important to introduce
materials through your most preferred perceptual strength.
High: In
addition to your regular homework assignments, occasionally you may want to do
extra activities or projects.
6.
Persistence
Low: Divide
tasks into short assignments with frequent breaks of about 5 minutes each. Attend to multiple tasks simultaneously.
High: Complete tasks without interruption, so that
your concentration is not broken, then take a break.
Student Guide to Using Learning Style Results (page 2)
7.
Responsibility/Conformity
(Academic)
Low: Choose
unconventional projects that interest you. Discuss with instructors the
possibility of alternative ways to demonstrate mastery of subject/skill.
High: Pace & check yourself; get feedback from
instructor.
8.
Structure
Does Not Like: Set clear
objectives, but as much as possible allow yourself choices of resources,
procedures, time lines, reporting, sociological groupings, etc.
Wants: Get clear precise directions about
assignments: specific tasks, time requirements, resources to use, etc. Map out
a plan for work completion, then either you review or get someone else to
review your work at regular intervals.
9.
Learning
Alone/ Peer Oriented
Alone: Study
and process alone. When required to work with a group, ask for your task, go away
to complete, then report back to group. Set self-selected objectives,
procedures, and evaluations before assignments are assessed by instructor.
With Peers:
Talk, work, and study with someone else or in a small
group.
10.
Authority Figures Present
Does Not Want:
Try to choose instructors who have a more collegial,
rather than authoritative, relationship with students.
Wants: Consult
with an authority or “expert” (even if not present). Schedule
periodic meetings with instructors/supervisors to get feedback on
work/projects.
11.
Learning in Several Ways
Does Not:
Learn as often as possible in your preferred sociological
pattern (i.e., alone, with peers, or with an authority figure present). Maintain basic routines & patterns; avoid
frequent & extensive change.
Variety: Frequently
involve yourself with a variety of sociological patterns & use assorted
resources so you do not get bored.
12.
–
15. Perceptual Style - Auditory, Visual,
Tactile, Kinesthetic
Refer to individual sheets for each
perceptual style
¨ Scores
of 60 or higher on auditory, visual, tactile, or kinesthetic represent
modalities that are strong. If none are 60 or more, use several multi-sensory
resources (taken from all of the perceptual styles’ sheets).
¨ Scores
of 40 or below represent modalities that are not preferred -- avoid beginning
to learn difficult new material through that modality initially; it can be used
for reinforcement.
¨ Scores
of between 41-59 indicate that, if really interested
in the material, it can be learned through that modality.
¨ Initial
exposure to challenging material should take place through the strongest
modality. Reinforce the same information within a day or so through the second
and/or third strength. Then use that same information by applying it
creatively.
Student
Guide to Using Learning Style Results (page
3)
16. Intake
Does Not Require: Eat or drink snacks after concentrating & after
pressure, when you can relax.
Requires:
Eat or drink nutritious snacks (fruit, raw vegetables,
nuts) while concentrating & under
pressure, to help you relax.
17. Time of Day – Evening/Morning
Evening: Do
homework after
Morning: Schedule difficult assignments in early
morning before coming to class. Choose
morning classes for most difficult subjects.
Tip: If you must learn new &
difficult information at your worst time of day, tape-record it for review at
your best time of day.
18. Late Morning
Does Not Prefer:
Not your best time to study, do homework, or take difficult
classes; do so only if there is no other choice.
Prefers: Schedule difficult assignments, study, &
take difficult classes in late morning.
19. Afternoon
Does Not Prefer: Not your best time to study,
do homework, or take difficult classes.
Prefers: Schedule difficult assignments, study, &
take difficult classes in afternoon.
20.
Mobility
Does Not Require: Do assignments/projects at a
stationary desk or work station so they can be completed without much moving
around.
Requires: Take frequent short breaks (no more than 5
minutes) every 15-20 minutes or so. Build in ways to get up & move around
while doing assignments, for example, moving to different locations for
different parts of a project.
Adapted by Glenna Barrick-Harwood from: Price, Gary. PEPS Manual.
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to Learning Styles Page