Memory magic happens when learners interact with the material using all senses. Hearing, seeing, saying and having correlating action helps everyone learn new information.
Learning Styles. Cognitive Skills, such as visual memory, visual processing, auditory memory, auditory processing, spatial logic, working memory, long term memory and processing speed are how we relate to the world and learn. You may be stronger with visual memory and weaker with auditory memory. Knowing this enables you to work more efficiently. Knowing your cognitive strengths can be thought of as your learning style. Knowing this enables you to effectively use your strengths as you study. Many learners show strength in more than one learning style. You can take a free learning styles test at
https://www.learningstylequiz.com/.
Visual-spatial learners prefer images, infographics, and artistic renderings. The visual-spatial learner is the person who remembers faces. They memorize places, sights, and locations by taking a mental picture and using the image to process associated feelings.
Aural or auditory learners do well with hearing information. They remember words to songs and can recall conversations in detail by hearing them in their minds. If you want an aural learner to come to your house, just tell him or her how to get there. Aural learners will remember lecture material and memorize songs. There may be a difference with how words, numbers and images are taken in.
Visual-linguistic learners comprehend, remember and best process information through writing and reading, and are quite keen on taking notes. If you want a reading/writing learner to come to your house, provide written directions. These learners can take notes in most classes and will benefit from reading them as a method for study.
Kinesthetic learners learn with hands-on activities and real-life experiences. If you want a kinesthetic learner to come to your house, take them or provide details about what to look for on the way there, making your directions as experiential as possible. This type wants a deep dive where they are fully engaged with the material and can learn from the experience. External stimulation is the key to success.
Learning Styles Tips and Strategies
VISUAL: Visual use of graphs, colors, images related to material
Doodle diagrams of your written information in the margins
Create a flowchart for the progression of your notes and ideas
Make flashcards or posters that include pictures or diagrams as visual clues
Highlight key information in your texts or notes
Create a chart or a series of boxes to remind you how to complete math equations
Use a computer to convert data and notes into charts, tables, graphics, pictures, etc.
Vocabulary mnemonics, metaphors/similes to compare and remember
Timelines
AURAL/AUDITORY: Listen to material
Read your notes aloud when studying and review with a study partner
Work in a group where you can discuss the information and talk through new material
Audio record lectures. If available, set the counter to zero when it begins and note the number at difficult times during lecture and review.
Voice metaphors/similes to compare and remember
Use resources like podcasts and YouTube.com
Use a computer to record your notes read aloud. Convert & download for iPod using iTunes
Invent acronyms and use mnemonic devices
READING/WRITING: Write/read material
Re-write your notes and print out your notes for review
Write notes in the margins and use colored pens and highlighters on key ideas
Write out key concepts and ideas on notecards, posters, or on your bathroom mirror, etc
Compose short explanations for diagrams, charts, graphs
Write out instructions for each step
Organize your notes/key concepts into a Powerpoint slideshow or Quizlet
Compare your notes with someone else’s
KINESTHETIC: Physically interact with material
Correlate physical movements with ideas/terms such as sign language
Interact with material by typing the notes, highlighting in book, using large dry erase board
Create a YouTube video as a group to study later individually
Walk back and forth, move in some way, walking, at gym, etc. as you review the notes
Dog-ear pages in the reading where you can find critical information
Play charades and sit near the front, so you can experience more
As much as possible, create models for the information
When possible, visit locations for your material, such as library, museum, historical sites, etc.
To learn a sequence or equation, use one note card for each step.
There is a thought that much of what college students are learning today in this changing world will be mostly obsolete in 20 years. Gone are the days of learning a single skill set and using it the rest of your life. In the 2020’s the most essential skills are resilience and emotional intelligence. This makes knowing how to learn and perform our greatest survival skill. With these researched techniques may you have success transferring learning into performance and reach your greatest potential.
VARK, a tool for determining learning style, was developed by Neil Fleming, and categorizes learners into four styles: Visual, Aural, Reading/Writing, and Kinesthetic. This is a free link to help you find your learning style: https://learningstylequiz.com
The mission of More to Grow Cognitive Development Training is to improve learning ability and function through cognitive exercises that meaningfully transfer to all educational and everyday life situations so individuals maximize their potential.
Darlene Lewis, darlene@moretogrow.com, https://moretogrow.com.
The difference between training and tutoring is the ability to transfer meaning to new experiences verses replicating the taught task. Tutoring is an intervention centered on remediation of classroom content, such as math and reading skills. While these are wonderful helpful supports, they do not train the brain’s cognitive ability to learn. Cognitive training can be viewed as building legs under a table top so someone can sit at the table to learn various kinds of content.
Sally Goddard, in Reflexes, Learning, and Behavior, says, “Most education and many remedial techniques are aimed at reaching higher centers in the brain. A Neuro-Developmental approach identifies the lowest level of dysfunction and aims therapy at that area.” Training addresses foundational neurodevelopment and cognitive development needed for success academically and personally. Together these yield growth in auditory and visual memory, processing speed, working memory, attention, comprehension, communication and critical thinking that will transfer to the content of the classroom or workplace.
The purpose of training is to expand cognitive capacity for “transfer”, that is to say, the ability to generalize a learned skill to another thought or experience. If the children cannot transfer meaning to dissimilar tasks then cognitive development isn’t being achieved. Consider an example of being tutored how a cell utilizes ATP for energy as an example of learned content. Training transfers developing working memory skills to doing long division math problems or remembering all five chores mom asked you to do before school.
Training the brain’s cognitive ability to learn depends upon the neuroplasticity of the brain, the changeability or modifiability of the brain. Jean Piaget’s theory was intelligence was fixed and could not be changed and that it developed at predictable stages at predetermined times with mastery required before each new stage. This view has been embraced by many educators and psychologists. Yet, his contemporary Reuven Feuerstein was a cognitive and clinical psychologist, who believed intelligence was modifiable regardless of age, neurodevelopmental conditions, and disabilities. He believed an inability to do something was the person’s intelligence lying dormant. A mediator takes the learner beyond their natural limitations so they can reach their full cognitive potential. Through training, a latent intelligence can surface even if it is years beyond critical age for learning that skill. More than 2000 scientific research studies and many case studies spanning various populations support Feuerstein’s statement, “Everyone – regardless of age, etiology, or disability – has immeasurable ability to enhance their learning aptitude and heighten their intelligence.” The brain can change. IQ is a snapshot of what you know, not what you can know.
Cognitive Development Training strengthens learning ability through cognitive exercises that meaningfully transfer focus, comprehension, and processing to all educational and everyday life situations so individuals maximize their potential.
Brown, CT. Computer Training or Human Mediator, Nova Science Publishers, Inc.
URL: https://equippingminds.com/research/research-studies/
Feuerstein R, Feuerstein R, Falik L. Beyond smarter: Mediated learning and the brain’s capacity for change. New York: Teachers College, 2010.
The journey to excellence. Intelligence is not fixed. URL: http://journeytoexcellence.org.uk/videos/ expertspeakers/intelligenceisnotfixedbrianboyd.asp.