may 28, 2016 nancy mcquigge - mcmaster …...active learning is "anything that involves...
TRANSCRIPT
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Agenda for Session
What type of learner are you?
• Learning Style Inventory
Active Learning
SQ5R
Note taking skills
Study Skills
Test Taking Strategies
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What Are Learning Styles?
• Your learning style (or learning preference) is the way you tend to learn best. It involves your preferred method of taking in, organizing, and making sense of information.
• Learning styles do not tell us about a person's abilities or intelligence, but they can help us understand why some tasks seem easier for us than others.
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Adapted from: http://www.sdc.uwo.ca/learning/index.html?styles
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Benefits of Learning Styles
• Learn more effectively when the strategies used are closely matched with your preferred learning style
• Improve learning by knowing what our strengths are and then doing more of what we're good at
• Improve our learning by knowing what our weakness are and trying to enhance our skills in these areas
• Different situations and learning environments require different learning strategies, so it's best to have a large repertoire from which to draw
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Learning Style Inventory
• Complete the inventory to find your
learning preference
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Visual Learner |What does this mean?
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Characteristics of Visual Learners – Prefer seeing what they are learning
– Strong visualization skills (‘see’ the information written or
drawn)
– Pictures, graphs, charts, colours, movies/video
– Creates a mental picture in mind while person talks (create a
movie in your mind – very detailed and vivid)
– Pay close attention to the body language or others (facial
expressions, eyes, stance, etc.)
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Auditory/Verbal Learners |What does this
mean?
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Characteristics of Auditory/Verbal Learners
– Auditory learners learn best by hearing information- remember information more accurately when it explained orally.
– Auditory learners can remember quite accurately details of information they hear during conversations or lectures.
– They have strong language skills, which include a well-developed vocabulary and an appreciation for words.
– The strong language skills often lead to strong oral communication skills. They can carry on interesting conversations and can articulate their ideas clearly.
– Lecture format, group discussion, read aloud
– Can often explain or put items into own words 9
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Kinesthetic/Tactile |What does this mean?
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Characteristics of Kinesthetic/Tactile
– Kinesthetic learners learn best by moving their bodies, activating
their large or small muscles as they learn. These are the "hands-
on learners" or the "doers" who actually concentrate better and
learn more easily when movement is involved.
– Kinesthetic learners often wiggle, tap their feet, or move their legs
when they sit.
– Kinesthetic learners work well with their hands. They may be good
at repairing work, sculpting, art, or working with various tools.
– Highlight, underline, mapping, charting, role play, experiments,
flash cards
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Thinking Strategies
Are you an
Active
learner?
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Thinking Strategies
• Are you a
Passive
learner?
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Active learning is "anything that involves students in
doing things and thinking about the things they are
doing" (Bonwell & Eison, 1991, p. 2).
Felder & Brent (2009) define active learning as
"anything course-related that all students in a class
session are called upon to do other than simply
watching, listening and taking notes" (p. 2).
http://www.cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Active Learning Defined
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• Meyers and Jones (1993) define active
learning as learning environments that
allow “students to talk and listen, read,
write, and reflect as they approach
course content through problem-solving
exercises, informal small groups,
simulations, case studies, role playing,
and other activities -- all of which require
students to apply what they are learning”
(p. xi).
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Active vs. Passive Learning
Passive Learning
• poorer retention
• lower-order thinking
• teacher-centred: same
info/same pace
• lower attention-level
• student isolation
• emphasis on memorization
Active Learning
• better retention
• higher-order thinking
• student-centred: prior
knowledge and pacing
• greater student attention
- students involved
• encourages collaboration
• emphasis on process
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Activity
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Green Blue Orange
Red Purple Black
Blue Red Green
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Green Blue Orange
Red Purple Black
Blue Red Green
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SQ5R
• What does this mean?
• Reading and study strategy
• Allows you to adapt to your specific
learning style
• Active thinking!
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SQ5R - Survey
Skim over titles, subtitles, diagrams
Read introduction to
chapter/conclusion of chapter
Begin to question: What do I know
about this topic? Do I need to read the
entire chapter? What do I think this
chapter is about?
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SQ5R - Question
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why
and When And How and Where and Who.
Rudyard Kipling, (1902), The Elephant's Child)
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SQ5R - Question
Turn titles and subtitles into questions
Write questions in note format/write questions in text/highlight questions/record in a mind map (visual/tactile)
State questions aloud/tape record questions (auditory)
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SQ5R - Read Read the text looking for the answers
to your questions
Visual – read line by
line/diagram/picture
Tactile – tracking by line/walk around
Auditory – Read aloud
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SQ5R – Recite
Once you found and answer to
your question, recite it in your
own words
Say it aloud/mental voice
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SQ5R - Record
Record/write the answer to your
question in note format / chart / mind
map / highlight/create visual images
(Visual/tactile)
Repeat information aloud/tape
record/teach it to someone else
(discuss) (Auditory)
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SQ5R - Reflect
During read, recite, record, or after you have read a
section/chapter, build connections between prior learning
and new learning
What does this mean? How does this relate to…?
What are the main ideas?
What don’t I understand?
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SQ5R - Review
Consistently review your notes/mind
map/audiotape/flashcards to keep the
information fresh
Write a brief summary at the end of a
chapter or note about the main ideas
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Review
• Information that goes into the participant's
memory will likely be remembered if
learners practice remembering the
information soon after they process it
(Zemke and Zemke 1995).
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Highlighting
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Highlighting
READ FIRST, Highlight second
Highlight key words - try to make a
sentence with highlighted words
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Note taking Skills
• Note-taking skills involve active
thinking skills and active listening
• This means to QUESTION as you read
the material and listen to lecture
(SQ5R, PQR)
• There are several methods of taking
effective notes
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Note taking for Visual Learners
• Concept maps/mindmaps/graphic
organizers/pictures
• Cornell method/two column method
• Flash cards
• Colour
• Use PowerPoint
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Cornell
Method
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(Image from: hillgrovehighschool.typepad.com
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Two Column Method
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Concept Map/Graphic Organizers
Main Idea
Supporting
Detail one
Supporting
Detail 2
Supporting
Detail 3
Supporting
Detail 4
Concrete
Reflection
(thinking)
Abstract
Active (using)
Know about it
Direct Experience
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Example
Learning Styles
Visual
Remember better by seeing
Run a movie in
mind
Tactile Auditory
Remember better by hearing
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Venn Diagram
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Who? What? Why?
PROBLEM
Attempted Solutions
1.
2.
3.
Results
1.
2.
3.
SOLUTION
RESULTS
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Note taking for Tactile/Kinesthetic
Learners
• Charts /mind maps
• Highlight/flash cards
• Write summaries/point
form
• Rewrite notes
• Type your notes
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Note taking for Auditory Learners
• Recite and read notes aloud
• Discussion group to review concepts
• Teach to someone else
• Tape record your notes
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• Set a positive mood for yourself to study
• Select the appropriate time, environment,
and attitude
• Budget your time
• Break the material into chunks - be
realistic!
Studying for the Test/Exam
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• Review material covered in previous study
session, then begin on “new” material
• Mark any information you don't
understand in a particular unit; find out
what is giving you difficulty – seek
assistance
• If time is short – focus on what you know
and learn really well!
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• Use ACTIVE LEARNING strategies
• Put what you have learned into your own words; visualize; memory strategies
• Create and ask questions
• Simulate test questions – plan out responses, identify key words/terms to remember
• Review what strategies helped you understand and/or retain information in the past and apply these to your current studies
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Levels of Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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• What is …?
• Where is …?
• How did ___ happen?
• How would you explain …?
• How would you describe ..?
• Can you list the three …?
KNOWLEDGE
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• How would you compare …? contrast …?
• How would you rephrase the meaning …?
• What facts or ideas show …?
• What is the main idea of …?
• Which statements support …?
• Can you explain what is happening …?
• What is meant …?
COMPREHENSION
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• How would you use …?
• What examples can you find to …?
• How would you show your understanding of …?
• What approach would you use to …?
• How would you apply what you learned to
develop …?
• What elements would you choose to change …?
• What questions would you ask in an interview
with …?
APPLICATION
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• What are the parts or features of …?
• How is ___ related to …?
• Why do you think …?
• What conclusions can you draw …?
• How would you classify...?
• Can you distinguish between …?
• What is the function of …?
ANALYSIS
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• Do you agree with the actions…? with the outcome…?
• How would you prove …? Disprove…?
• Can you assess the value or importance of …?
• What would you recommend…?
• Based on what you know, how would you explain …?
• What information would you use to support the view…?
• What choice would you have made …?
SYNTHESIS
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• What changes would you make to solve …?
• How would you improve …?
• What could be done to minimize (maximize) …?
• What way would you design …?
• How would you test …?
• Can you formulate a theory for …?
• Can you predict the outcome if …?
EVALUATION
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Test-Taking
Multiple choice Strategies
Cover up options
Read the question
What is the question asking?
Think of an answer
Read options – eliminate options
Find the option to best match your answer
BEST RESPONSE
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Test Taking Short Answer/Essay Tests
– Read question 3 times
– Underline, circle, highlight key words
– Plan – do a quick
outline/brainstorm/organize
– Allow for time to read over response
– Did I answer the question?
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Test Anxiety
• Make a plan (organize your time for each section)
• Drawing a blank? Move to the next question. Come
back to it later.
• Breathe deep! Positive self-talk.
• Turn the test over – don’t look at it. Take a Time out!
• Scan the test for a word, phrase, or formula you
recognize.
• Ask for help!
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Happy Studying!
• Thank-you all for attending!
• A copy of the full presentation will be
emailed to you with some additional
resources.