| Learn the Best Way for YOU | | | | who might know anything about what you’re |
| | | | try into master. |
| Q. My job requires me to learn new software and | | | | • Create an auditory memory device for what |
| procedures constantly, and I sometimes I feel | | | | you want to remember. (Example: "righty-tighty, |
| overwhelmed. Some of my co-workers seem to | | | | lefty-loosey" for remembering which way to turn |
| learn new ideas and techniques faster and more | | | | screwdrivers, valves, and light bulbs.) |
| easily. Are there some learning tips that can | | | | Learning by Seeing |
| lighten my load? —Thomas M. | | | | • Read a paragraph or two and then write a |
| A. Each of us learns differently: by actually doing | | | | short summary of what you just read. Keep |
| it; by hearing someone explain it; by watching it | | | | repeating the process. |
| done; or by quietly thinking about it. We usually | | | | • Put words, pictures or numbers you want to |
| prefer one of these learning styles, and it’s | | | | learn on large index cards or Post-It notes. Then |
| important that we learn new ideas using the style | | | | put them where you you’ll see them often: |
| that’s best for us. | | | | bathroom mirrors, refrigerators, kitchen cabinets |
| First, think about how you typically like to learn | | | | and closet doors. |
| something new: doing, hearing, seeing, thinking. | | | | • After watching a video, working with a |
| Then, follow these guidelines, developed by the | | | | computer, or having a live experience, write a |
| Center for Accelerated Learning ( to learn better, | | | | quick summary of what you learned. |
| faster, more easily. | | | | • Make a huge wall mural at work or at home |
| Learning by Doing | | | | with butcher paper. Use pens to put everything |
| • Build a three-dimensional table-top model of | | | | on the mural you’re learning into words, |
| an idea or process you want to remember, using | | | | images, doodles, symbols. |
| cardboard, Lego parts, Tinkertoys, paper clips, | | | | • Create flash-cards out of material you're |
| Play-Doh, or anything else that's handy. | | | | learning and use them for review. |
| • Create cards that you can sort or post, | | | | • Highlight reading material in different colors: |
| based on what you're learning. | | | | one color for key words, another for key ideas, |
| These could be flash cards or cards that you can | | | | etc. |
| use for a matching or sorting game. | | | | • Divide a page in half. On the left side, write |
| • Physically act out ideas you're learning by | | | | down the main ideas and processes you're |
| miming or moving your body or by touching | | | | learning. On the right, record how you plan to |
| physical objects as you repeat out loud or in your | | | | apply these ideas, and processes. |
| mind the ideas or terms you want to remember. | | | | Learning by Thinking |
| When you sit down to learn from written | | | | • After a learning experience, sit quietly and |
| material, computers, or videos, get up frequently | | | | reflect on what you learned and how it relates to |
| and sketch what you just learned on a flip chart, | | | | what you already know. |
| white board, or butcher-paper wall mural using | | | | • On a large piece of paper or wall mural |
| words, doodles, and color. | | | | create a diagram, flowchart, grid, or colorful |
| • Put information you want to remember on | | | | picture of what you are learning. |
| an audio cassette and listen to it while you walk, | | | | • After experiencing or reading about a |
| jog, or exercise. | | | | process, mentally practice performing the process |
| • Take frequent breaks when learning from | | | | in your mind several times. |
| written material or a computer, and take brisk | | | | • As you read, listen, or watch, develop |
| “power walks”while you think over what | | | | rigorous questions you can ask yourself later that |
| you’re learning. | | | | will make you think and force you to systematize |
| Learning by Hearing | | | | what you've learned. |
| • Look for opportunities to explain to others | | | | • Pose problems for yourself about the |
| out loud what you’re learning. | | | | learning material and think through how you might |
| When you can, read out loud from books and | | | | solve them. |
| other written material, even from computer | | | | • Create metaphors and analogies that will help |
| screens as if you were explaining it to someone | | | | you remember important learning material. |
| over the telephone. | | | | • Create lists that help organize what |
| • Put learning material on audio tape and listen | | | | you’re learning into appropriate categories. |
| to it in your car or home stereo or on your | | | | Find ways of systematizing for yourself material |
| Walkman or iPod while you’re doing other | | | | that looks haphazard and disjointed. |
| things. | | | | You can get more information on how to learn |
| • Discuss with one or more others the topic | | | | from The Center for Accelerated Learning: E-mail: |
| you're learning. Ask lots of questions of anyone | | | | e-mail: billrepp@rochester.rr. |