Time Management, Time Management, Learning Styles & Learning Styles & Study GroupsStudy GroupsYour Personal Approach to Law Your Personal Approach to Law SchoolSchool

The Nuts and Bolts That The Nuts and Bolts That Are Personal to YouAre Personal to You

Much of what is said about academic Much of what is said about academic support has to do with the nuts and bolts support has to do with the nuts and bolts of study that apply to everyone: for of study that apply to everyone: for example, briefing cases, note taking, example, briefing cases, note taking, outlining, and how to prepare for outlining, and how to prepare for examinationsexaminations

But there are some study issues that are But there are some study issues that are unique to you as an individualunique to you as an individual

TimeTime ManagementManagement – Easy initial – Easy initial stepssteps

Time Management is critical to both the study Time Management is critical to both the study and practice of lawand practice of law

Healthy breakfast and exerciseHealthy breakfast and exercise 60 hour “work week” is about standard – 45 60 hour “work week” is about standard – 45

hours study, 15 hours class (52 hours of hours study, 15 hours class (52 hours of leisure!)leisure!)

Dinner with family/friendsDinner with family/friends Use commuting time productively if possible Use commuting time productively if possible

audiotapes, CDs, etc.audiotapes, CDs, etc.

Some Initial StrategiesSome Initial Strategies

Develop blocks of time (50 minutes is Develop blocks of time (50 minutes is standard)standard)

Schedule weekly reviews and updates (various Schedule weekly reviews and updates (various ways to do this)ways to do this)

Prioritize AssignmentsPrioritize Assignments Develop alternative study placesDevelop alternative study places Use “dead time” to study “bits” of informationUse “dead time” to study “bits” of information Create time to review material just before and Create time to review material just before and

just after classjust after class Schedule time for all critical course events Schedule time for all critical course events

The Role of GoalsThe Role of Goals

There is no way to “manage” time without establishing prioritiesThere is no way to “manage” time without establishing priorities To establish priorities you have to set goalsTo establish priorities you have to set goals Goals can be long term and short termGoals can be long term and short term Your longest term goal is to achieve your idea of a successful lifeYour longest term goal is to achieve your idea of a successful life Your shortest term goal may be to have a good day or even a Your shortest term goal may be to have a good day or even a

good next hourgood next hour The trick is to connect your short term goals to your long term The trick is to connect your short term goals to your long term

goals as directly as you can by breaking your long term goals into goals as directly as you can by breaking your long term goals into smaller and smaller piecessmaller and smaller pieces

The clearer your short term goals the less likely you are to The clearer your short term goals the less likely you are to procrastinate because it becomes easier to see when your time is procrastinate because it becomes easier to see when your time is being wastedbeing wasted

The Time Sensitivity TrapThe Time Sensitivity Trap

Just because something is “due tomorrow” does not Just because something is “due tomorrow” does not mean it should receive the highest priority today – only mean it should receive the highest priority today – only activities that lead to completing your goals are activities that lead to completing your goals are important – you should constantly be “weighing” your important – you should constantly be “weighing” your scheduleschedule

Just because a final examination will Just because a final examination will notnot take place for take place for several weeks does not mean that you should not be several weeks does not mean that you should not be focusing on it now and giving it a high priority today (In focusing on it now and giving it a high priority today (In a sense you are studying for your final examination a sense you are studying for your final examination from the first day of class)from the first day of class)

The more directly a short term goal leads to a long The more directly a short term goal leads to a long term goal the more attention you should pay to it every term goal the more attention you should pay to it every day day

A First Word on Final A First Word on Final ExaminationsExaminations

I’ll be talking more about examinations in the I’ll be talking more about examinations in the next few weeksnext few weeks

For now, just understand that putting off For now, just understand that putting off serious study until the end of the semester is serious study until the end of the semester is impossibleimpossible

When thinking about time management you When thinking about time management you should always be factoring in time to work on should always be factoring in time to work on examination writing skillsexamination writing skills

Performing well on examinations leads to Performing well on examinations leads to accomplishing shorter term goals for most law accomplishing shorter term goals for most law students students

The Mechanics of Time The Mechanics of Time ManagementManagement

The Monthly PlannerThe Monthly Planner: Calendars on which you can add due dates for : Calendars on which you can add due dates for assignmentsassignments, , examinationsexaminations, and important academic and personal dates. They , and important academic and personal dates. They can highlight relatively important steps towards larger goals and can be useful in can highlight relatively important steps towards larger goals and can be useful in identifying time “bottlenecks” during the semester which can aid in designing a identifying time “bottlenecks” during the semester which can aid in designing a “master” plan for a semester“master” plan for a semester

The Weekly Objectives ListThe Weekly Objectives List: Allows for subdivisions into shorter term weekly : Allows for subdivisions into shorter term weekly concrete objectives such as concrete objectives such as individual study timeindividual study time and and personal appointments and personal appointments and activitiesactivities. Conservatively estimate the time you will need to complete these . Conservatively estimate the time you will need to complete these objectives.objectives.

The Weekly PlannerThe Weekly Planner: You probably already have one and they usually contain : You probably already have one and they usually contain items like items like class timesclass times, , legal writing tutorial sessionslegal writing tutorial sessions, , times for your favorite times for your favorite television programtelevision program, , extracurricular activitiesextracurricular activities, , social eventssocial events and and exercise timesexercise times. . Consider Consider alsoalso including “objectives” – like study time. This can be accomplished including “objectives” – like study time. This can be accomplished by transferring items from your weekly objectives list to your weekly planner and by transferring items from your weekly objectives list to your weekly planner and increases the likelihood that your objectives will in fact make it to your planning increases the likelihood that your objectives will in fact make it to your planning function. If you estimated time on your objectives list you will be able to more function. If you estimated time on your objectives list you will be able to more accurately fit them into your planneraccurately fit them into your planner. .

The Mechanics of Time The Mechanics of Time Management (Continued)Management (Continued)

To Do ListTo Do List As Alternative: An alternative method would be to keep a to-do As Alternative: An alternative method would be to keep a to-do list structured in order of priority. Keep unimportant activities off the list. list structured in order of priority. Keep unimportant activities off the list.

A good time to schedule is before the week begins and it is important to A good time to schedule is before the week begins and it is important to construct a plan for the entire week. The most important reason for construct a plan for the entire week. The most important reason for planning this way is that by having a plan laid out for the coming week you planning this way is that by having a plan laid out for the coming week you maintain reasonable control over your time. maintain reasonable control over your time.

The Time LogThe Time Log: Tracking your time will give you an accurate snap shot of : Tracking your time will give you an accurate snap shot of how you are how you are actuallyactually spending your time. Log the activities that you spending your time. Log the activities that you actually complete during the week. You may discover that you avoid your actually complete during the week. You may discover that you avoid your plan in predictable patterns. At the end of an hour jot yourself a quick note plan in predictable patterns. At the end of an hour jot yourself a quick note about what you did for the last hour. about what you did for the last hour.

Analyze your time logAnalyze your time log: You can analyze your time log each week by : You can analyze your time log each week by category. (You may want to estimate the amount of time that you category. (You may want to estimate the amount of time that you thinkthink you spend on various activities before beginning the analysis). The you spend on various activities before beginning the analysis). The analysis should help you to understand how much time you are actually analysis should help you to understand how much time you are actually spending in various areas of your life. This can allow you to make spending in various areas of your life. This can allow you to make adjustments to align your time expenditures with your goals.adjustments to align your time expenditures with your goals.

The Mechanics of Time The Mechanics of Time Management (Continued)Management (Continued)

The Laminated Wall ChartThe Laminated Wall Chart An explicit way of laying out your An explicit way of laying out your

weekly/monthly planner so that it is right in weekly/monthly planner so that it is right in front of youfront of you

Lay out each day during the week in half-hour Lay out each day during the week in half-hour blocks and account for each blockblocks and account for each block

Include sleep and “down” timeInclude sleep and “down” time This is a great way to identify where you tend This is a great way to identify where you tend

to waste timeto waste time

Learning StylesLearning Styles

The dominant theory has been The dominant theory has been articulated by the researchers Dunn & articulated by the researchers Dunn & DunnDunn

Twenty-one elements of learning styles Twenty-one elements of learning styles are evaluated for each individual learner are evaluated for each individual learner grouped into five categories grouped into five categories

The Five Categories of The Five Categories of Elements Impacting LearningElements Impacting Learning

(1)(1)environmentalenvironmental: sound, light, temperature, and furniture/seating : sound, light, temperature, and furniture/seating designs; designs;

(2) (2) emotionalemotional: motivation, persistence, responsibility (conformity : motivation, persistence, responsibility (conformity versus nonconformity), external structure versus autonomy; versus nonconformity), external structure versus autonomy;

(3)(3)sociologicalsociological: (a) numbers: alone, in a pair, in a small group, as : (a) numbers: alone, in a pair, in a small group, as part of a larger team, with authoritative/collegial authority figure; part of a larger team, with authoritative/collegial authority figure; (b) variety versus routine; (b) variety versus routine;

(4) (4) physiologicaphysiological: perceptual (auditory, visual, kinesthetic, or l: perceptual (auditory, visual, kinesthetic, or tactual), time-of-day energy levels, food/beverage intake, mobility; tactual), time-of-day energy levels, food/beverage intake, mobility;

(5) (5) psychologicalpsychological: (a) global versus analytic processing; (b) : (a) global versus analytic processing; (b) impulsive versus reflective processing.impulsive versus reflective processing.

Environmental ElementsEnvironmental Elements

Based on biologyBased on biology Important if you are significantly impacted by sound, light, Important if you are significantly impacted by sound, light,

temperature and the kind of seating in your immediate physical temperature and the kind of seating in your immediate physical environment (formal versus informal)environment (formal versus informal)

If you are not sure whether you are, try to take note of whether If you are not sure whether you are, try to take note of whether you are turning radios on or off, turning on or adjusting lights, you are turning radios on or off, turning on or adjusting lights, putting on sweaters, or moving from harder to softer chairs or putting on sweaters, or moving from harder to softer chairs or couchescouches

You probably already have preferences and doing everything you You probably already have preferences and doing everything you can to create the right physical environment may contribute to can to create the right physical environment may contribute to your ability to focus for longer periods of time and to retain your ability to focus for longer periods of time and to retain informationinformation

The point is that you will perform better if you feel better The point is that you will perform better if you feel better

Emotional ElementsEmotional Elements

MotivationMotivation – Some learners do best when interested in a subject and when praised – Some learners do best when interested in a subject and when praised for producing quality work. Other learners don’t care about external stuff and may for producing quality work. Other learners don’t care about external stuff and may actually get distracted but it. If you are not self-motivated find a way to make a actually get distracted but it. If you are not self-motivated find a way to make a subject interesting. Some learners are more motivated if learning is voluntary. If subject interesting. Some learners are more motivated if learning is voluntary. If you are someone like that you may have to focus harder on choices you you are someone like that you may have to focus harder on choices you dodo have, have, rather than on the choices you don’t have.rather than on the choices you don’t have.

PersistencePersistence – Some learners are “single-task persistent” [every project completed] – Some learners are “single-task persistent” [every project completed] while others are “multiple task persistent” [efficient jugglers]. If you are single-task while others are “multiple task persistent” [efficient jugglers]. If you are single-task persistent, then you might need to devote more time to completing a substantial persistent, then you might need to devote more time to completing a substantial part of a project before moving on. If you are multiple task persistent, you may part of a project before moving on. If you are multiple task persistent, you may need to guard against having too many unfinished projects on your plate at one need to guard against having too many unfinished projects on your plate at one time by completing bigger chunks of work before moving on.time by completing bigger chunks of work before moving on.

ResponsibilityResponsibility : Conforming/nonconforming. Conformists feel comfortable following : Conforming/nonconforming. Conformists feel comfortable following rules; nonconformists do not follow rules as easily. Nonconformists resist “doctrine” rules; nonconformists do not follow rules as easily. Nonconformists resist “doctrine” and want to question why the rule is what it is. If you are a nonconformist, you may and want to question why the rule is what it is. If you are a nonconformist, you may want to be careful to depersonalize arguments and to show that you fully want to be careful to depersonalize arguments and to show that you fully understand all sides of a question understand all sides of a question beforebefore putting your non-conformity on display. putting your non-conformity on display.

StructureStructure : Sixty to seventy percent of adults in professional schools show a strong : Sixty to seventy percent of adults in professional schools show a strong preference for structure. If you feel you need structure, look for models of how preference for structure. If you feel you need structure, look for models of how work has been done before and ask for guidance. Make liberal use of samples.work has been done before and ask for guidance. Make liberal use of samples.

Sociological Elements Sociological Elements

Working Well With Others—or NotWorking Well With Others—or Not: Students may prefer to work in : Students may prefer to work in different settings: alone, alone at first then with others, in pairs, in different settings: alone, alone at first then with others, in pairs, in small groups, alone but under the guidance of a “supervisor”. If small groups, alone but under the guidance of a “supervisor”. If your sociological environment and your natural sociological style your sociological environment and your natural sociological style don’t match, you may have to make adjustments if you have don’t match, you may have to make adjustments if you have strong preferences. strong preferences.

Some students prefer to work with an Authority FigureSome students prefer to work with an Authority Figure: This may : This may be an upper division student, the professor of a course, or an be an upper division student, the professor of a course, or an academic advisor. Students may prefer an “authoritarian” or a academic advisor. Students may prefer an “authoritarian” or a “collegial” authority figure. This can be a difficult style in law “collegial” authority figure. This can be a difficult style in law school because it is difficult to find anyone with the time to provide school because it is difficult to find anyone with the time to provide sustained as opposed to occasional guidance. A student with this sustained as opposed to occasional guidance. A student with this learning style has to develop creative strategies.learning style has to develop creative strategies.

Varied PreferencesVaried Preferences: Some students’ sociological preferences : Some students’ sociological preferences vary, preferring to work sometimes with others and sometimes vary, preferring to work sometimes with others and sometimes alone. Some prefer to work with others only if they respect them. alone. Some prefer to work with others only if they respect them.

A Digression on the Utility or A Digression on the Utility or Disutility of Study GroupsDisutility of Study Groups

This topic is really a subset of the previous sociological elements This topic is really a subset of the previous sociological elements discussiondiscussion

Even in the study group context remember that most “studying” is Even in the study group context remember that most “studying” is done alonedone alone

A group of more than four tends to be too largeA group of more than four tends to be too large Select members with whom you get along but Select members with whom you get along but notnot your best your best

friends (Not a “social hour”)friends (Not a “social hour”) Meet in a place with few distractions and avoid places where Meet in a place with few distractions and avoid places where

group discussions might disturb othersgroup discussions might disturb others It is sometimes not productive to even meet in study groups until It is sometimes not productive to even meet in study groups until

you get closer to examinations (because you don’t know enough you get closer to examinations (because you don’t know enough to really test each other)to really test each other)

No group outlinesNo group outlines The best use of a study group is to test each member’s The best use of a study group is to test each member’s

knowledge of a subject in a non-threatening environmentknowledge of a subject in a non-threatening environment

Perceptual Physiological Elements Perceptual Physiological Elements (Auditory)(Auditory)

PERCEPTUAL:PERCEPTUAL: Some of the most important elements fall in this categorySome of the most important elements fall in this category AuditoryAuditory: : Students who are auditory learners remember at least Students who are auditory learners remember at least

three quarters of what they learn by listening. Those who are three quarters of what they learn by listening. Those who are notnot may have difficulty following discussions without visual aids; and may have difficulty following discussions without visual aids; and may understand what they are hearing during a lesson but forget may understand what they are hearing during a lesson but forget much of the lesson within twenty-four hours. Most adults are not much of the lesson within twenty-four hours. Most adults are not auditory learners. Students with auditory preferences will auditory learners. Students with auditory preferences will remember more by listening than by reading and should consider remember more by listening than by reading and should consider obtaining materials in auditory format. Students who are not obtaining materials in auditory format. Students who are not auditory learners should take notes or draw pictures during and auditory learners should take notes or draw pictures during and immediately after classes presented in primarily an auditory immediately after classes presented in primarily an auditory format.format.

Perceptual Physiological Elements Perceptual Physiological Elements (Visual Picture)(Visual Picture)

Visual PictureVisual Picture learners understand and remember new learners understand and remember new information best by creating mental images. You information best by creating mental images. You remember material best when it is first presented in remember material best when it is first presented in pictures, flow charts, or graphs. You should create pictures, flow charts, or graphs. You should create mental pictures and charts when hearing new and mental pictures and charts when hearing new and difficult information. If learning a new “lawyering” skill, difficult information. If learning a new “lawyering” skill, you should watch another lawyer using the skill.you should watch another lawyer using the skill.

Wall flow charts: index cards, push pins and string (my Wall flow charts: index cards, push pins and string (my best friend in law school used this method) best friend in law school used this method)

““Inspiration” softwareInspiration” software

Perceptual Physiological Elements Perceptual Physiological Elements (Visual Text)(Visual Text)

Visual TextVisual Text learnerslearners understand and remember best by reading understand and remember best by reading the written word and tend to recreate the words from their notes or the written word and tend to recreate the words from their notes or text in their minds. They should always take notes during text in their minds. They should always take notes during meetings and should should read written words in preparation for meetings and should should read written words in preparation for meetings. Memos and email messages help with absorption. meetings. Memos and email messages help with absorption. Learners who are not in this category tend not to retain as much Learners who are not in this category tend not to retain as much of what they read. Because lawyers have to read material for law of what they read. Because lawyers have to read material for law practice, learners practice, learners notnot in this category should activate other in this category should activate other perceptual strengths such as visual picture. Learners perceptual strengths such as visual picture. Learners notnot in this in this category obviously still need to read judicial opinions, statutes, category obviously still need to read judicial opinions, statutes, memos, and briefs but should focus heavily on reading one memos, and briefs but should focus heavily on reading one section at a time and pay attention to headings and overall section at a time and pay attention to headings and overall organization of the piece.organization of the piece.

Perceptual Physiological Elements Perceptual Physiological Elements (Tactile)(Tactile)

TactileTactile learners prefer to be physically involved in the activity about which they are learners prefer to be physically involved in the activity about which they are learning. They like movement and can concentrate best when active. They find it learning. They like movement and can concentrate best when active. They find it difficult to sit still for long periods of time, and are most successful when they can difficult to sit still for long periods of time, and are most successful when they can practice or do what they are learning. Many tactile learners like to work with their practice or do what they are learning. Many tactile learners like to work with their hands and like projects in class and pastimes at home where they can do hands and like projects in class and pastimes at home where they can do something instead of simply reading, writing, or listening. Organization is often something instead of simply reading, writing, or listening. Organization is often difficult for tactile learners.difficult for tactile learners.

MOST DIFFICULT CATEGORY (My younger brother)MOST DIFFICULT CATEGORY (My younger brother) Strategies: Find out your secondary learning mode (e.g. Visual or Auditory) and Strategies: Find out your secondary learning mode (e.g. Visual or Auditory) and

consciously focus on those strategies. Keep something in your hand that is consciously focus on those strategies. Keep something in your hand that is squeezable. Knead or tap to a rhythm (4/4 background music). Translate what you squeezable. Knead or tap to a rhythm (4/4 background music). Translate what you are learning into something that can be touched, such as note cards. Use concrete are learning into something that can be touched, such as note cards. Use concrete objects to help you understand abstract concepts. Use diagrams and maps if the objects to help you understand abstract concepts. Use diagrams and maps if the physical arrangement of a place is important (AS IN A FACT PATTERN). Use wall physical arrangement of a place is important (AS IN A FACT PATTERN). Use wall flow charts. Teach the information you learn to someone else. Have someone talk flow charts. Teach the information you learn to someone else. Have someone talk through the information while you are doing something active.through the information while you are doing something active.

Perceptual Physiological Elements Perceptual Physiological Elements (Kinesthetic)(Kinesthetic)

KinestheticKinesthetic – Essentially the same as – Essentially the same as tactile with the addition of more physical tactile with the addition of more physical movement. These learners may have to movement. These learners may have to shift movement frequently, stand as they shift movement frequently, stand as they read, pace the floor, and generally read, pace the floor, and generally engage in activity wile learningengage in activity wile learning

Perceptual Physiological Elements Perceptual Physiological Elements (Verbal [Internal] Kinesthetic)(Verbal [Internal] Kinesthetic)

Verbal (Internal) KinestheticVerbal (Internal) Kinesthetic: These learners : These learners understand and retain new material best when they understand and retain new material best when they can can discussdiscuss the subject they are learning and typically the subject they are learning and typically prefer to formulate thoughts while prefer to formulate thoughts while speaking aloudspeaking aloud. . While verbalizing, they are synthesizing information by While verbalizing, they are synthesizing information by verbalizing statements that may appear to others to be verbalizing statements that may appear to others to be disconnected. These learners should be mindful of not disconnected. These learners should be mindful of not dominating or disrupting conversations, particularly by dominating or disrupting conversations, particularly by going off on what may appear to be divergences from going off on what may appear to be divergences from the topic. Learners who are the topic. Learners who are notnot verbal (internal) verbal (internal) kinesthetic will tend to feel more comfortable remaining kinesthetic will tend to feel more comfortable remaining quiet in a group discussion and listening to others; quiet in a group discussion and listening to others; while difficult, learners not in this category should try to while difficult, learners not in this category should try to be be respectful of those who are.be be respectful of those who are.

Other Physiological Elements (Time Other Physiological Elements (Time of day, food/beverage, mobility)of day, food/beverage, mobility)

Time of DayTime of Day: Learners have time-of-day energy peaks in one or : Learners have time-of-day energy peaks in one or more time periods. Students tend to perform better on tests when more time periods. Students tend to perform better on tests when taken in their preferred time-of-day. When is that? Write down for taken in their preferred time-of-day. When is that? Write down for two weeks every work task that you perform and the time that it is two weeks every work task that you perform and the time that it is done. After two weeks, look at the times when you voluntarily done. After two weeks, look at the times when you voluntarily produced hard work. Notice any patterns for performing the small produced hard work. Notice any patterns for performing the small tasks. Also take note of how time-efficient you felt your efforts tasks. Also take note of how time-efficient you felt your efforts were. For instance, you may be a “morning person” but not until were. For instance, you may be a “morning person” but not until late morning (around 11:00 a.m.), after the smaller, easier tasks late morning (around 11:00 a.m.), after the smaller, easier tasks got completed. Also keep track of work that you performed later in got completed. Also keep track of work that you performed later in the evening. Understanding when you “click on” is key to the evening. Understanding when you “click on” is key to anticipating when you can expect to be most productive on a anticipating when you can expect to be most productive on a difficult work task. You should avoid complicated and energy-difficult work task. You should avoid complicated and energy-draining tasks at a time when you are usually dead tired or draining tasks at a time when you are usually dead tired or unfocused. unfocused.

Statistically, most students tend to study best during the daylight Statistically, most students tend to study best during the daylight hours – try to make that happen. hours – try to make that happen.

Other Physiological Elements (Time Other Physiological Elements (Time of day, food/beverage, mobility)of day, food/beverage, mobility)

Food/BeverageFood/Beverage: Some learners need to snack : Some learners need to snack or sip coffee while concentrating on new and or sip coffee while concentrating on new and difficult material, and others will avoid snacking difficult material, and others will avoid snacking or even sipping a beverage while or even sipping a beverage while concentrating. If “intake” is important to you, concentrating. If “intake” is important to you, then plan for it. If you are “ single-task then plan for it. If you are “ single-task persistent” and dislike walking away from your persistent” and dislike walking away from your project while engaged, it is more important to project while engaged, it is more important to have food and beverages at hand.have food and beverages at hand.

Other Physiological Elements (Time Other Physiological Elements (Time of day, food/beverage, mobility)of day, food/beverage, mobility)

MobilityMobility: There are three types of learners who need : There are three types of learners who need mobility: 1) Kinesthetic (described above in slide 20); mobility: 1) Kinesthetic (described above in slide 20); 2) those who need an informal seating design 2) those who need an informal seating design (described above in slide 12) and will squirm and be (described above in slide 12) and will squirm and be uncomfortable while sitting in a hard chair; 3) those uncomfortable while sitting in a hard chair; 3) those who simply need to move about. They can complete a who simply need to move about. They can complete a task while sitting, but then need to change rooms or task while sitting, but then need to change rooms or places at intervals, according to their own body clocks. places at intervals, according to their own body clocks. If you need mobility you need to have strategies to take If you need mobility you need to have strategies to take breaks to walk around. You should also be careful breaks to walk around. You should also be careful about about planningplanning periodic breaks. periodic breaks.

Psychological ElementsPsychological Elements

Global versus AnalyticGlobal versus Analytic: Global learners process information by : Global learners process information by having reference to “the big picture”. having reference to “the big picture”.

Global learners often work well using diagrams, color, pictures, Global learners often work well using diagrams, color, pictures, and general goals. and general goals.

Analytic learners process facts sequentially with one fact following Analytic learners process facts sequentially with one fact following another and prefer to work with sequential information meeting another and prefer to work with sequential information meeting specific objectives: facts, numbers, explanations, words, and specific objectives: facts, numbers, explanations, words, and details. details.

Some learners are a combination and can process new Some learners are a combination and can process new information in both analytic and global ways. information in both analytic and global ways.

Analytic learners often have to work harder at synthesizing the big Analytic learners often have to work harder at synthesizing the big picture (policy) in a course despite their need for details and picture (policy) in a course despite their need for details and categorization. Global learners often have to work harder to find categorization. Global learners often have to work harder to find the facts and the details (doctrine and concrete cases) that will be the facts and the details (doctrine and concrete cases) that will be necessary to support big picture (policy) ideas. necessary to support big picture (policy) ideas.

Psychological ElementsPsychological Elements

Impulsive versus ReflectiveImpulsive versus Reflective: Impulsive learners tend to leap at : Impulsive learners tend to leap at new ideas and to make relatively fast and intuitive conclusions new ideas and to make relatively fast and intuitive conclusions about problems. They may be the first ones to shout out answers about problems. They may be the first ones to shout out answers to hypothetical questions in class. “Reflective” learners need to to hypothetical questions in class. “Reflective” learners need to think more deliberatively about answers before volunteering them think more deliberatively about answers before volunteering them and may not feel comfortable answeringand may not feel comfortable answering

These approaches reflect a difference in learning styles and These approaches reflect a difference in learning styles and neither is absolutely right or wrong in itself.neither is absolutely right or wrong in itself.

Learners who are impulsive may want to create a checklist of Learners who are impulsive may want to create a checklist of questions before coming to a firm response.questions before coming to a firm response.

Learners who are reflective may want to practice making Learners who are reflective may want to practice making educated guesses from time to time to practice for occasions that educated guesses from time to time to practice for occasions that may require less deliberative decision making like exams under may require less deliberative decision making like exams under time pressure. This may protect against “freezing up.” time pressure. This may protect against “freezing up.”

Learning Styles ToolLearning Styles Tool

The best tool I’ve found on the market for The best tool I’ve found on the market for helping you to assess your learning style helping you to assess your learning style is the “Building Excellence” Profile from is the “Building Excellence” Profile from Performance Concepts International – Performance Concepts International – www.pcilearn.com

The approximate cost is $5: come see The approximate cost is $5: come see me or send me an email and I can show me or send me an email and I can show you how to orderyou how to order