The same applies if I am watching an instructional video. For example, I could think of examples as I watch the video, with this making the process tactile. In my own time, I could convert my examples into a speech on the subject. Again, this would mean that I am utilizing all three of my styles and learning as effectively as possible. There is also an opportunity to improve the way I study by utilizing all three of my learning styles. The challenge is to find ways of learning and studying that use all three styles. For example, I could study with a partner and use discussion to make the process auditory. I could also complete practical projects related to the subject with a study partner, which would make the process tactile. Finally, if the project has a visual component, this will also make the process visual and will mean that I am using all three of my learning styles.
The final step is to create a plan of action or an improvement strategy. The first step of my plan involves writing down all the ways that I currently learn and the main learning style that is used in each situation. This will essentially create a summary of the learning environments I am in. The next step of my plan involves creating a list of all the ways I can new elements for each of the three learning styles. For example, for the visual learning style, I could create charts, draw diagrams, or make flashcards. For the tactile learning style, Ron Gross (1999) suggests that mind-mapping is an effective tool. This involves making notes using a diagram where there is a center circle with the main idea and additional idea branching out. Even though this method does not involve physically doing anything, it is tactile because it means that the mind is thinking creatively. Sarasin (1999) notes that tactile learners do not necessarily need to be doing something physical. Instead, they just need to be actively learning, which means that they need to be thinking about the material or applying it to real situation. Based on this, I could also study by focusing on completing questions, especially critical thinking questions that involve thinking about the answers, rather than just finding the answers in a textbook. For the auditory learning style, I could read passages out loud, discuss learning material with a study partner, or tape myself reading notes and listening to my notes. Once I have listed possible methods for adding new elements, the final step of my improvement plan involves matching these methods to the learning environment. The focus of the matching is to find ways where methods can be combined practically. For example, in cases where the learning environment is auditory, it will be practical to take brief notes while taping the lecture. While it may be better in theory to take extensive notes, it is highly likely that I would not be able to make clear notes in the given time. However, during study time, I could elaborate on the notes while listening to the lecture again. In my study time, this will allow my three learning styles to be combined. This will ensure that I get the most out of lectures. I will complete the same process for other learning environments by finding the best methods to combine with the main teaching method used and the most practical way of combining those methods. This will result in a plan for improvement that will allow me to make the best use of every learning opportunity.
This concludes the analysis of my personal learning style, my strengths and weaknesses, the opportunities for improvement, and my plan to improve my own learning ability. As has been seen, by understanding my own style, I have been able to decide on an effective course of action to make myself an efficient learner.
Dryden, G., & Vos, J. (2001). The learning revolution. Network Educational Press Ltd.
Gross, R. (1999). Peak learning. New York: Penguin.
Sarasin, L.C. (1999). Learning style perspectives: Impact in the classroom. Madison, WI: Atwood Publishing.
Sims, R.R., & Sims, S. (1995). The importance of learning styles:…