Study Skills - Types Of Learning

Front 1

auditory learner

Back 1

likes to be read to, talks to self aloud, has difficulty with written directions, remembers faces, hums and sings, easily distracted by noise, easily distracted, memorizes by steps in a sequence

Front 2

visual learner

Back 2

mind strays during verbal activity, observes rather than talking or acting, organised in approach to tasks, likes to read, good speller, remembers from graphics and pictures, finds verbal instructions difficult, doodles, has good handwriting, remembers faces, quiet, meticulous, notices detail, uses advance planning

Front 3

kinesthetic learner

Back 3

likes physical reward, in motion most of the time, likes to touch people when talking to them, taps pencil or foot when studying, might not be fond of reading, poor spelling, likes to solve problems by physically working through them, better at trying new things, expresses self physically, uses hands while speaking, dresses for comfort, enjoys handling objects

Front 4

analogies

Back 4

comparisons of the relationships of ideas, concepts, or things

Front 5

figurative speech

Back 5

the use of one word or phrase to describe

Front 6

reading between the lines

Back 6

what is not there but is implied

Front 7

enumeration

Back 7

listing of ideas

Front 8

transition

Back 8

shows a change from one idea to another

Front 9

descriptive

Back 9

demonstrates how something looks, sounds, or feels

Front 10

methodological

Back 10

tells us how to do something; gives step by step directions

Front 11

introductory

Back 11

may begin with questions and give definitions; signals the reader what the chapter is about

Front 12

summary

Back 12

sometimes begins with "In summary" or "In conclusion"; is usually the last paragraph

Front 13

definition

Back 13

used to qualify, describe, characterize, compare or contrast, give the limits of, or tell by anecdote

Front 14

first or last sentence

Back 14

important ideas stated in the opening or closing statements

Front 15

examples

Back 15

lists of specific traits, actions, and ideas that illustrate the main idea

Front 16

comparison/contrast

Back 16

relating how something is alike or different from something else

Front 17

How to find the main idea in the text

Back 17

1.) Determine what the topic of the paragraph is.

2.) Determine what it says about the concept.

3.) Check to see if the statement covers only the information in that particular paragraph.

Front 18

Types of Reading Rates

Back 18

Scanning, skimming, rapid reading, slow reading, careful reading

Front 19

Scanning

Back 19

To gain a sense of the main topic and ideas; to get a clear picture of the overall organization. Use to find a specific detail such as a date, name, country, answer to a specific question, et cetera. Do not read all of the words.

Front 20

Skimming

Back 20

To find main ideas, cause/effect; to survey for general ideas. To recognize sequences and relationships between headings/sub-headings. To identify the topic. To look for italicized words/phrases. Use as "pre-reading" of more difficult materials. Do not read all of the words.

Front 21

Rapid reading

Back 21

To read all of the words at a fast rate. To search for specific information.

Front 22

Slow reading

Back 22

To find all of the available information. Take notes and/or underline.

Front 23

Careful reading

Back 23

To find procedures; to follow step by step instructions; to analyze and evaluate content. Take detailed notes or outline.

Front 24

SQ3R

Back 24

"Survey, Question, Read, Recite, Review"

Originally developed by Francis P. Robinson. Thoroughly researched, tested, and used widely as one of the best study skills for textbook reading and comprehension. Time-consuming but effective for 'power reading'.

Front 25

Active learning

Back 25

goes beyond what is expected, uses individual problem-solving skills, is creative, and usually takes place in a mutually respectful environment

Front 26

Passive learning

Back 26

doing only what is expected, depending on teachers to build experiences and to decide if students are ready to learn new things, and seldom being creative

Front 27

Physical cues

Back 27

teacher leans forward, changes his or her voice, stands up, or points

Front 28

Super Note Taking System

Back 28

1.) Key words

2.) Class notes

3.) Text notes

Front 29

Overlearn

Back 29

To continue studying or practicing something after initial proficiency has been achieved so as to reinforce or ingrain the learned material or skill