Learning preference(s) and note-taking strategies

Before you read this section you will need to first determine your learning preferences. (See unit, ‘Exploring your learning preferences’). Take the VARK test from that unit to determine whether you have strong preferences for any of the Verbal, Auditory, Read/Write or Kinaesthetic modes of learning. Taking cognisance of the manner in which different learners receive and process information, this section presents note-taking strategies tailored to each of the four ‘styles’ as mentioned above. All students, regardless of personal learning preferences, may benefit from some of the strategies outlined hereunder.

1. Visual learner: what can you do?

• Use the concept-mapping/mind mapping/spider mapping techniques
• Convert your lecture notes into picture pages
• Recall the pictures made by your pages
• Practice turning your visuals back into words

Images supplied by Muskingum college

2. Auditory learner: what can you do?

• Your notes may be poor because you prefer to listen. You will need to expand your notes by talking with others and collecting notes from the textbook/other notes.
• Put your summarised notes onto tapes and listen to them.
• Ask others to 'hear' your understanding of a topic.
• Read your summarised notes aloud.
• Explain your notes to another 'aural' person.

3. Kinaesthetic learner: what can you do?

• Your lecture notes may be poor because the topics were not 'concrete' or 'relevant'.
• You will remember the "real" things that happened.
• Put plenty of examples into your summary. Use case studies and applications to help with principles and abstract concepts.
• Talk about your notes with another "K" person.
• Use pictures and photographs that illustrate an idea.
• Go back to the laboratory or your lab manual.
• Recall the experiments, field trip.
• Write practice answers, paragraphs.
• Role play the exam situation in your own room.

4. Read/write learner: what can you do?

• Write out the words again and again.
• Read your notes (silently) again and again.
• Rewrite the ideas and principles into other words.
• Organise any diagrams, graphs ... into statements, e.g. "The trend is..."
• Turn reactions, actions, diagrams, charts and flows into words.
• Imagine your lists arranged in multiple choice questions and distinguish each from each.

5. Multi-modal learner: what can you do?

• Use a combination of all of the aforementioned strategies!
• Over time you will develop an approach which suits you best.
• Use a combination of all of the aforementioned strategies!
• Over time you will develop an approach which suits you best.