Chapter 8 Learning Through Multiple Channels. Copyright © Houghton Mifflin Company. All rights...

Chapter 8

Learning Through Multiple

Channels

Copyright © Houghton Mifflin Company. All rights reserved. 8 | 2

We don’t alllearn in the same way

• These differences are called learning styles

• It is important to understand your own learning style


The two dominant channelsfor conveying course information

• Symbols: The words and numbers we see and hear

• Shapes: Graphs, charts, maps, and other illustrations


Success in college usually requiresyou to deal with these dominant channels

• Coping with difficult texts

• Making sense out of charts, graphs, and illustrations


Why some textbookscan hard to understand

• Incompatible writing style or tone

• Advanced or unfamiliar vocabulary

• Difficult organization


Which kind of learner are you?

• Sequential learner: Process things methodically, step by step, like a recipe

• Global learner: Understand in bursts and insights


If you can’t find commonground with your text

• Use a supplementary text: Get a better grasp of key concepts from a supplementary text and then return to your original text.

• Listen to your textbook: Auditory learners often comprehend better when they can hear information instead of reading it


How to read pictures

• Use the OPTIC system

• Learn the language of graphs

• Watch out for distorted data


The OPTIC systemfor analyzing graphics

• O – Overview the graphic

• P – Examine all of its parts

• T – Take note of the title

• I – Analyze the interrelationships between the graphic’s elements

• C – Draw a one or two sentence conclusion about the meaning of the graphic


Learning thelanguage of graphs

• Circle graphs – Illustrate the relationship of parts to a whole

• Bar graphs and line graphs – Show the relationship of dependent variables to independent variables.

• Bar graphs are like snapshots. They usually focus on specific changes

• Line graphs are like movies. They normally place the emphasis on trends


Graphical data can be susceptible to distortion

• Formats. The aspects of the data that are highlighted – such as averages – can be very misleading

• Scale. Changing the scale can make identical information look flat or steep

• Context: The area around the graphic can affect your perception of the graphic itself


Changing the channel

• Convert words into pictures

• Work in groups

• Gain some hands-on practice


How to incorporate picturesin normally non-visual areas

• Add illustrations to your notes

• Turn abstract ideas into concept maps


Creating a map

• Determine the topic. Write it on a sheet of paper and circle it.

• Find the important concepts in your text and circle them

• Transfer the most important concepts to your map and connect them to the topic.

• Cluster the remaining concepts under the principal concepts.


Using concept maps for mastery

• Recite your map

• Add new concepts to an existing map

• Redraw your map in a different configuration


Other uses for concept maps

• As summaries: Turn a chapter’s key ideas into nodes for a map

• For planning: Maps can be used to organize or outline a paper or report.


Benefits of group work

• Provides explanations from one’s peers

• Creates an atmosphere of encouragement and support

• Adds structure to studying

• Incorporates multiple perspectives


How to get hands-on practice

• Do the chapter exercises

• Use ancillary materials

• Seek out programmed materials and workbooks

• Use sticky notes or index cards to work with your hands

Chapter 8 Learning Through Multiple Channels. Copyright © Houghton Mifflin Company. All rights...

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