Learning Styles for Law Students

8/12/2019 Learning Styles for Law Students

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UNDERSTANDING YOUR

LEARNING STYLES AS A KEY TO

SUCCESS

Orientation 2013

Dr. Amy L. Jarmon

Assistant Dean for Academic

Success Programs

Lanier 251A

742-3990, ext. 294


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THE BASICS ON LEARNING STYLES

The phrase learning preferences is sometimes substituted for learning styles.

Each person is unique in the use of learning styles even though the person may

have commonalities of styles with other learners.

All learning styles are created equal, though each learning style may havepositive and negative aspects to be considered for the study of law.

Each learner has styles that are preferred. These styles should be used toadvantage. The other learning styles are known as shadow styles which thelearner will need to use and cultivate strategies for over time.

In the educational process, learners are often presented material initially throughparticular styles without any choice whether or not the styles are preferences for

that particular learner.For example: One must read cases before class whether or not one is a

verbal learner; one must listen to a class lecture or discussion whether or not

one is an aural learner.

In the educational process, learners may convert information from one type toanother in order to understand it in their own preferences. However, one willnormally have to convert the information back into whatever format the professorwants on the exam.

For example: One might convert the text of cases and study aids and the

notes from class into a visual graphic of the analysis for the material; on the

exam, the professor will want a verbal explanation of the analysis applied tothe facts and not a visual graphic.

A learning style can be visualized as being a continuum. The format of thecontinuum will be determined by the number of learning styles being consideredsimultaneously.

If one learning style is being considered, it is a continuum from zero to thehighest score for the assessment instrument.

For example:

Visual 0_______________________13

If two learning styles are being compared to one another, the separate styles willbe the opposite end points of the continuum with a zero midpoint and scoresincreasing outward on each side of the continuum in equal increments.

For example:

Visual 11_9_7_5_3_1_0_1_3_5_7_9_11 Verbal


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o The way in which the law student organizes and processes material forlearning.

o The difficulty the student has in synthesizing material.o The extent to which the student glosses material rather than learning it

more deeply.o

The dynamics in study-partner and study-group relationships.o The type of errors and difficulties the student has in successful test taking

both on essay and multiple-choice exams.o The courses in which the law student has more or less difficulty in learning

all or part of the material.o The courses in which the law student has more or less enjoyment.o The professors and tutors/teaching assistants with whom the law student

learns most easily.o The ultimate retention of material for the bar exam.o The ultimate retention of the material for use in practice.o The natural approaches that the graduate is likely to use in practice in

handling a case.o The natural approaches that the graduate is likely to use in practice when

working as part of a team.

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THE ABSORPTION LEARNING STYLES

The absorption learning styles describe how learners absorb material initially and howthey can study the material to be more effective learners.

The most frequently mentioned absorption learning styles are:1. Verbal (read/write)2. Visual3. Aural (listening)4. Oral (talking)5. Kinesthetic/Tactile (movement/touch)

Verbal learners prefer textual learning. They learn from both reading and writing.

Visual learners prefer graphical representations which may include a wide variety oftechniques:

1. Mental images of facts2. Color3. Bullets and numbers4. Italics, bold, underlines, different fonts, different font sizes5. Venn diagrams6. Tables or charts7. Legal diagrams8. Mind maps9. Tree diagrams10. Decision trees/flowcharts11. Time lines12. Information in columns

Aural learners prefer listening to information to learn. The listening environment may belecture, discussion group, audio study aids, or other sources.

Oral learners prefer to learn by talking about information. Talking may include a numberof techniques:

1. Reading out loud2. Explaining concepts out loud3. Talking in a group discussion4. Talking in class

Kinesthetic/Tactile learners have two aspects of learning:1. Kinesthetic (meaning movement) includes literal movement as well as whitenoise movement.2. Tactile (meaning touch) includes trying out concepts and application.


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Most absorption learners are multi-modal which means that they learn best by layering2 or more preferences. Students may need to use all of their learning styles and not

just the one with the highest score on an assessment instrument.

Some absorption learners are single-mode learners which means that they learn almost

exclusively through one preference. Single-mode students may need to be remindedthat they still will have to contend with other learning modalities because of the nature oflegal education.

The VARK assessment instrument measures only absorption learning styles.

A learners absorption preferences influence not only what learning modalities work bestfor them but sometimes also in what order they need to use those modalities.

A learners absorption preferences may influence dynamics and modalities to makestudy partner and study group experiences more positive.

The traditional study of law is initially heavily based on reading of cases (verbalpreference) and listening to classroom lectures or discussion (aural preference) withoccasional talking (oral preference) if called on in class.

Visualizing how the concepts, sub-topics, and topics inter-relate and the parts fit into thewhole is important. Being able to apply the concepts (kinesthetic/tactile) is essential tosuccessful exam performance.

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THE PROCESSING LEARNING STYLES

The processing learning styles describe how learners organize and process theinformation that they are learning.

Frequently mentioned processing learning styles are:1. Global learning2. Intuitive learning3. Sequential learning4. Sensing learning5. Active thinking6. Reflective thinking

Global learners prefer to know the big picture or overview of the material before they tryto understand the parts of the material or the steps within the analysis.

Intuitive learners prefer to learn about concepts, theories, abstractions, policies, andother ideas and to see inter-relationships.

Sequential learners prefer to learn information in separate units and in organized stepsbefore they can understand the big picture or overview of the material.

Sensing learners prefer to learn about facts, practicalities and details.

Learners who combine preferences for global and intuitive learning are often referred toas top down learners.

Learners who combine preferences for sequential and sensing learning are oftenreferred to as bottom up learners.

Learners who cross over and are global-sensing or sequential-intuitive are sometimesreferred to as middle out learners.

A learners processing preferences influence the way in which the student approachesthe material overview down to parts and some detail OR details and separate parts upto the overview.

A learners processing preferences influence difficulties and errors which are most likelyto occur for the student in test taking both on fact pattern essay and multiple-choicetests.

Active thinkers prefer to do something with the information to think about it talk aboutit, explain it to another person, apply it, etc.

Reflective thinkers prefer to think about the information before doing anything with it think it through, read a study aid for more clarity, etc.


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Active or reflective thinking preferences may be influenced by the students score on thescale, comfort with the learning environment, confidence in the subject matter, otherlearning preferences, and/or other factors.

A learners processing preferences may influence dynamics and modalities to make

study partner and study group experiences more positive.

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It is highly recommended that you take two surveys on learning styles to determine your

absorption and processing styles. Knowing your learning styles and how to use them

can make you more efficient and effective in your law-school studying.

Both of the recommended surveys are free and can be taken on-line. The web sites for

the two surveys are:

http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Once you have taken each survey on-line, print out your results/profile sheet.

VARK: the four scores AND the information following the scores on which

modes are present within the scoring

ILS: the four continua showing the oppositional scales and the score position for

each

Keep the results/profile sheets for future reference. (Do not pay extra for a more

complete profile because Dr. Jarmon can meet with you individually without charge to

explain the results if you need clarification.)

Use the pages in these materials to review information on learning styles. If you have

further questions, contact Dr. Jarmon for an appointment.

Revised 6/2013
http://www.vark-learn.com/english/page.asp?p=questionnairehttp://www.vark-learn.com/english/page.asp?p=questionnairehttp://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://www.vark-learn.com/english/page.asp?p=questionnaire


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THE VARK ASSESSMENT INSTRUMENT

VARK only measures absorption learning styles.

The categories scored on the VARK are:

V = visualA = auralR = read/writeK = kinesthetic

There are 16 questions on the assessment instrument and responders may choosemore than one answer for each question.

There are 23 possible VARK profiles once all four modalities are considered in singlemode and all multi-modal combinations.

THE INDEX OF LEARNING STYLES (ILS) ASSESSMENT INSTRUMENT

ILS measures both processing styles and one pair of absorption styles.

ILS has oppositional pairs presented as continua for its scoring and measures:Visual and Verbal

Active and ReflectiveGlobal and IntuitiveSequential and Sensing

There are 44 questions on the assessment instrument and responders may choose onlyone answer for each question.

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summarize your reading; write your own outline; write your own flash cards;write out rules on a dry erase board.

5. You may learn more by writing your own notes during a class instead of justadding notes to an available script. However, be careful that you are not so

focused on verbatim notes that you stop listening and thinking during the class.

6. You may learn more by handwriting class notes instead of typing. Or, you maylearn more by condensing your typed class notes into handwritten notes afteryou have reviewed them. However, do not take handwritten class notes andretype them unless you are sure the duplicated effort actually helps you learnand is an efficient use of time.

7. You may enjoy verbal games and devices to assist with memory. Youremember words easily. Mnemonics may be especially useful to you forremembering lists of topics and subtopics, or steps of analysis. Consider using

acronyms, stories, rhyming words, etc.

8. You may learn by writing out information and writing out applications of yourknowledge. Write out practice essay answers for as many questions aspossible; outline essay answers for as many other questions as possible.

9. You may learn through written drills. Writing a difficult rule out repeatedly mayhelp you memorize the rule. It seems reminiscent of writing a sentence onehundred times for detention during elementary school, but it often works forverbal learners.

10. You may tend to rely solely on yourself for all of your learning and devote mostof your time to reading and writing quietly. Do not allow your verbal style toisolate you from possible learning with study partners or study groups. Consideryour other learning styles to determine how feedback from and discussion withother studiers may increase your learning.

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TIPS FOR AURAL (LISTENING) LEARNERS

1. You need to get away from doorway and hallway distractions when sitting inclass. You also need to avoid sitting by chatterers in class. Sit near the front of

the classroom (or at least the middle) so there will be fewer distractions tolistening because you will be closer to the professor.

2. Beware of acoustical dead spots in your classroom. Choose a seat that will allowyou to take advantage of the acoustics.

3. If you are assigned a seat which is not optimal to your need to listen carefully,explain your learning style needs and ask the professor if you can be reassigned.

4. You may be the rare person who can listen to a lecture and remember all of it.More likely, you need to listen to learn as well as take notes to remember themain points. Balance writing notes with listening intently do not miss out onyour learning strength because of frantic writing.

5. You are often easily distracted by noise and may be distracted by simultaneousmotion as well. If typing your notes in class on a laptop prevents you fromlistening carefully, go back to pen and paper. If the noise of others typing onlaptops distracts you, position yourself away from them if possible or closer to theprofessor to help you stay focused on listening.

6. You may benefit from hearing something from a different viewpoint. Use audioseries study aids if they will complement what you are learning in the course. Besure to tailor your listening to the topics covered by your professor. Also, if yourprofessors terminology or analysis differs from the audio expert, learn your ownprofessors version of the course.

7. You may benefit from hearing something more than once. If your professor givesyou permission to tape a class, listen to the taped version to reinforce yourlearning. However, use your listening time efficiently and effectively. Only listento those portions of the audio version that you need to reinforce. Listening to theentire audio version may consume too much time. When you purchase arecorder, choose one with an accurate counter and an excellent built-inmicrophone.

8. You may benefit from homemade audios -- especially if you can do two activitiessimultaneously. Read your outline onto an audio device to listen to it on yourcommute, while you finish chores around the house, while walking for exercise,while using the treadmill, etc. Or, read questions and answers onto an audiodevice for quizzing.


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9. If you are using homemade audios, consider making a condensed version afteryou have learned most of the material. For example, read those portions of youroutline with which you are still struggling onto a new audio file for greaterrepetition of only those outline topics or sub-topics.

10. You assimilate information through listening to others. Be alert to listeningopportunities to augment learning study group discussions; other law studiersdiscussing material before or after class; review sessions by professors or tutors.

11. If you do not also have a verbal preference, you may not find reading a difficultpassage repeatedly very helpful to understanding. And, you may find your mindwanders when reading the cases or your outline. Read the material out loud if ithelps you to understand or concentrate on the material by hearing your voicemodulation.

12. Find study locations that are not distracting to you. You may not be able to study

at a coffee house, in the student lounge at school, or other places where yourfriends study.

13. If you are sitting in the library and cannot read out loud, hear yourself readingout loud in your head to try to stay focused. Again, the inflection and tone mayhelp with understanding.

14. When you are in class and someone else is called on, try to hear yourselfanswering the question in your head before that student answers. You will staymore focused on the ensuing discussion and will be able to check your ownknowledge.

15. Practice exam questions in areas that are not totally quiet. During the exam youwill have the noise of other test takers, laptop noises if you are in a typing room,building noises, hallway noise, etc. The more you practice under theseconditions, the less likely you are to become distracted during the actual exam.

16. During the exam, ignore the noises that other test takers make that signal to youtheir progress through the exam. Do not allow other people who have startedwriting (when you have not) or who have finished writing (when you have not) todistract you from your own timetable for the exam.

17. Be careful about using ear plugs in an exam. You may miss supplementalinstructions or the calling of time for the exam.

Expanded from basic information in M. H. Sam Jacobson,A Primer on Learning Styles:

Reaching Every Student, 25 Seattle Univ. L.R. 139, 155 (2001).

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TIPS FOR ORAL (TALKING) LEARNERS

1. You need to talk about concepts to understand them. It is the process of talkingthat helps you clarify, see relationships, and try out ideas.

2. Discuss material you have learned with a study partner or study group. Or, if youlive some distance from other studiers, at least discuss the material before orafter your class with your classmates. Alternatively, telephone your study partnereach evening and discuss the material you have agreed to review that day.

3. You may learn more if you read difficult material out loud to clarify any confusion.If you are alone, read out loud to your pets or an imaginary audience. For you,reading out loud helps because you benefit from it as talking.

4. If you are in the library when you get stuck on a passage, read out loud in yourhead with the inflection and tone you would use if actually reading out loud.

Again, for you, it is talking rather than hearing alone that helps you sort out theconfusing passage.

5. You may need to ask a million questions to understand a class. You may notbe able to understand the material unless you can talk it through with someone.You are more likely to volunteer than many of your classmates.

6. You will learn more if you participate in the discussion in class. It is the dialoguethat helps you to understand the topic and remember it later. Also, you may staymore focused in class if you participate.

7. At times, oral learners are labeled unfairly as gunners by their classmates whenthey are really just trying to use their learning preference. Determine whetheryou are talking to learn or talking to hear yourself talk and impress others. If theformer, then you are using your learning style. If the latter, then you may havestrayed into the negative aspects of talking.

8. If you are unsure whether you have strayed into the area of being a gunner orwhether your questions in class are appropriate for class time, talk with theprofessor about your concerns. Explain your learning style. Most professors willgive you a diplomatic and honest assessment.

9. If your professor suggests that you talk less in class because your questions aredelaying a class or because s/he needs to call on additional people, keep a list ofyour questions during class. After class, discuss those points when you havetime to talk with other students or the professor.


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10. If the professor asks a question in class but you are not the person answering,answer the question silently in your head and compare your answer with theclass discussion. This way you simulate having the dialogue with the professor.

11. Consider meeting every two or three days with another classmate to exchange

ideas and ask questions. Or, take an exercise break with another classmate anddiscuss topics as you walk around campus.

12. You may get bored just reading your outline silently to learn it. Review youroutline material by asking and answering questions out loud with an imaginaryaudience when you are studying alone.

13. You may learn more when you explain material to others. Take turns explainingconcepts in a study group. Was your explanation accurate, logical, andpersuasive? Did you leave anything out? Was there any helpful feedback thatyour study partners gave you?

14. If you do not have another person available to whom you can explain material,explain the material to your dog or an empty chair. As you talk and hear yourselfexplain the concepts, check whether your explanation is accurate, logical andconvincing.

15. If you have a patient spouse, parent or friend, explain material to that person.Or, have that person quiz you from flash cards to see if you can respond with thecorrect answers.

16. Read practice questions onto an audio device. Then, listen to a question; stopthe device; and talk out what the answer should be. If you have also read theanswer onto the audio file, you can then check yourself against that answer.

17. You may be a natural chatterer. You want to argue that last point the professormade with the person seated next to you. Or, your mantra may be What did hesay? If you talk in movies while the entire theater audience tells you to hush,then you are a chatterer. Do not disrupt other students concentration in classby whispering or talking.


Reaching Every Student, 25 Seattle Univ. L.R. 139, 154-155 (2001).

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TIPS FOR KINESTHETIC/TACTILE LEARNERS

1. You will often be more effective if your learning has movement connected with it.Tap your foot when you read; pace when you answer flashcards; nod your headto music when you memorize rules; stand up while you sort notes; stroke your

cat while you study.

2. You may have trouble sitting for long periods. If you lose your concentration, it istime for a break. Determine how long you can focus before you need to take 5 or10 minutes as a break. Your concentration time may vary with the subject youare studying.

3. You stay alert by adding movement to your short breaks. Take advantage of anybreaks given during long classes or study group sessions walk the hall, go geta drink of water, do a few gentle stretches. Whether you are studying in thelibrary or at home, move when you take a short break. Consider walking or

climbing stairs on a short break instead of getting coffee.

4. You may need some noise to block out more distracting sounds. White noisemay assist your concentration: turn on some quiet music; turn on the TV belowdistraction volume; turn on a fan.

5. You probably need to sit in the middle of or near the front of the classroom sothat others in the rows in front of you do not distract you. Also, you need to avoidrows near windows or doors because sights and sounds outside the classroomwill distract you. The same is true for your seat selection in your exam if you arenot assigned seats.

6. Using a laptop for class notes may help you to learn the material because thevery act of typing engages you in learning. However, some kinesthetic-tactilelearners distract themselves with a laptop if they are not adept at their wordprocessing software. Also, you need to make sure that you do not instantmessage, surf the net, or multi-task in other ways during class because it willdivert your attention from the class material.

7. You may be distracted by movement of other people. Sit in an area of the librarywhere you are not distracted by the traffic flow. If you study at a coffeehouse, sitwhere you do not notice every person who enters or get distracted by customersat the cash register.

8. You may not be able to study at home because you are too easily distracted bythe TV, the dishes in the sink, your pets, your family, or your bed. Consideralternative study locations: the main campus or law library; a coffeehouse;classrooms at your church; a fast food restaurant during lull times.


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9. You may not be able to study where your laptop will have internet accessbecause you will instant message, surf the web, or play on-line games instead ofstudying. You may have to use discipline not to do the same activities whilestudying in any facility with wireless access some of the coffeehouses thathave free web access may be a problem for you.

10. You feel compelled to fidget if you sit too long. You start to twirl and tap pens orsigh or toe tap. Do not distract others during class, library time, or the exam byconstantly shifting in your seat, getting up and down, or making noises.

11. You may be able to study while you have gentle movement. Read an outline orclass notes while on the treadmill. Listen to an audio file while you cook dinneror wash and wax the car. Discuss a topic while you and your study partner walkaround your neighborhood.

12. Your hands and feet may be valuable learning aids. Talk with your hands to

emphasize points as you learn material. Pace as you learn material. (Once thematerial is learned, if it is for an oral argument or other presentation, you willneed to practice staying still at the podium.)

13. You may need to exercise to provide your body with the ability to sit andconcentrate when studying. Plan at least three 30-minute exercise periods perweek. However, do not overdo it so that you are too tired to study. Two hourseach day with weight-training exercises may turn you into an extraordinaryphysical specimen, but leave you little energy to learn your courses.

14. You learn through application. That means you need to do even more practicequestions than other studiers. Do not wait until late in the semester to dopractice questions. You should complete some questions at the end of eachtopic. Also, look for more difficult multi-issue practice questions after you havemastered the material. Do not give up practicing just because your percentagesof right answers are low you will improve.

15. You will benefit from courses and experiences in which you are able to applywhat you are learning. For this reason, you will learn best through clinics,internships, externships, and trial advocacy or other legal skills classes. You willalso appreciate application experiences with mock trial, negotiation, clientcounseling, and other competitions. Professors who include small group work ororal arguments as part of class will also encourage your learning style.

16. If you are also a talking/oral learner, discuss material with a study partner orstudy group to see how the concepts would be applied to solve new legalproblems that could arise on an exam. You will learn more by using the conceptsto find practical solutions, arguments for both sides, and synthesis of thematerial.


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17. Ask yourself after reading cases and studying topics:

a. How would I use this concept or rule as an attorney?b. Can I spin off the facts into a new hypothetical to see how the application

of the rule or concept changes with those new facts?

c. Why did we read this case and how does it compare to the other cases weread on the topic?d. Are there policy arguments that I need to consider for the topic?e. How would I apply any exceptions to or variations of the rule?

18. How might I organize my answer for this topic for an essay question?

19. What nuances do I need to be aware of for a multiple choice question on thistopic?



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TIPS FOR VISUAL LEARNERS

1. You may respond to color for analyzing information. Try these ideas:a. Highlight different parts of your case with different colors: facts orange;

issue and holding yellow; procedural history pink; reasoning blue; dictagreen; judgment orange.b. Highlight different parts of your outlines in different colors to assist in

focusing on the parts you need more work on: policy in green; rules inpurple.

c. Use different colors of ink to indicate parts of your notes: generalinformation in blue; rules in black; emphasized by professor in red; policyin green.

d. Underline in different colors of ink if the broad color lines of highlightersare distracting.

e. Coordinate colors between your reading and your briefs if it helps youlocate the information in class.

f. Use a specific color to indicate passages in the casebook that yourprofessor emphasizes in class.

g. Use different colors on flashcards to help you memorize rules, policy, etc.h. Chart topic basics on a sheet of paper using color to differentiate different

topics.i. Use different colors of tabs in your rules book or outline to indicate

different topics or sub-topics. By combining different sizes of tabs within acolor, you may find it easier to differentiate main topics from sub-topics.

2. You may respond to shape for analyzing information. Different shapes (circles,rectangles, squares) may be used for different levels within a flowchart. Or,different shapes may indicate different categories of information (rule; policy;exception).

3. You may respond to various visual condensing techniques. These techniquesare substitutes for writing out complete sentences, paragraphs, or words.Examples are:

a. bullet points;b. numbers;c. symbols;d. abbreviations; ande. headings or subheadings.

4. You may respond to various printer techniques for emphasis and hierarchy.Examples are:

a. all capital letters;b. bold;c. underline;d. italics;e. different fonts;


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f. size of type;g. centering of text; andh. combinations of these for headings or sub-headings.

5. You may be able to remember information by its position on the page in your

outline or in a chart. If so, make sure that you have learned the information wellenough that you can read it off the page you see in your mind rather thanmerely knowing the location on the page.

6. By memorizing visuals to better understand rules and elements, you mayincrease your issue spotting ability. You may visualize the rule, its exceptions,and its elements in a variety of ways:

a. as a motion picture of the case fact scenario;b. as a series of still photographs capturing the most relevant facts;c. as a play being acted out on stage;d. as visualizations of the actual parties and their involvement in the facts; or

e. as a drawing that you make to interpret the facts.

7. You may need to see how something looks as a drawing rather than merelycapture it as a mental image. Complex conceptual relationships, complicatedfact patterns, and issues with multiple sub-issues can often be manipulated moreeasily once they are documented on paper in a visual fashion.

8. You may understand relationships better through arrowed diagrams or formulas:a. diagram the relationships between the parties;b. diagram the procedural history of a case;c. diagram the action as it flows through a series of events.d. state a rule as a +/= formula.

9. You may relate to information and ideas more quickly if you convert words into avisual image. Examples are:

a. a list or column format;b. a legal or mind map (interlocking balloons on various levels off the main

idea);c. a legal diagram (branches in different directions off the main idea);d. a decision tree (yes-no junctions to show steps of analysis);e. a chart or table format;f. a flow chart;g. an arrowed cycle;h. a Venn diagram (interlocking circles);i. a PowerPoint with bullet points.

j. other variations

10. You may find a dry erase board to be a useful purchase since you can create avisual with ease (and with different colors if desired) and make a hard copy onceyou have a final version.


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11. You may want to use large sheets of paper posted in your apartment with onerule per sheet as you try to memorize a series of rules. Or, print out the rules onseparate sheets in large fonts to carry with you in a ring binder.

12. Consider whether a software package will allow you to more easily make graphic

organizers. Some students use Inspiration 9.0, PowerPoint slides, OneNote,XMind, or other software.

13. Realize that you will have deeper understanding and better retention if you makeyour own graphic organizers rather than just borrow someone elses completedexamples.

14. Do not get frustrated with verbal explanations in class.a. Convert verbal information into your own charts or diagrams in your notes

to see the main points that are being discussed.b. If you are using your laptop to take notes, always have a pad and pen

handy to make a sketch if a visual comes to mind.c. If a visual used by the lecturer is too complicated as presented on theboard, take it down as given and then dissect it into layers until you cansee it.

15. Use visualizations to help you memorize:a. the peg methodb. the method of locationc. visual stories to connect parts within a listd. acronyms that create a memorable picture.

16. You may find that one visual may work for intentional torts while another visualworks better for negligence. Alternatively, one type of visual may work well forcommercial law, but another will work for criminal procedure. Experiment withthe best visuals for each topic and course.



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SOME RESOURCES FOR VISUAL LEARNERS

1. Remember that you will always learn more from making your own graphicorganizers. It is the self-processing that gives you deeper understanding andgreater retention.

2. If you refer to commercial graphic organizers or other students graphicorganizers, remember several things:

a. The graphic organizer may not be correct.b. The graphic organizer may not match your professors course.c. The graphic organizer may be most useful to give you an idea how to

formulate your own design or to check the graphic organizer that you havealready made.

3. Inspiration 9.0 software for flowcharts and brainstorming (some law students saythis is easier than using PowerPoint). The web site iswww.inspiration.com. Youcan order a 30-day free trial CD or download the free trial software.

4. Gilberts outlines include a variety of graphics. Crunch Time volumes includemostly decision-tree flowcharts. PMBR Finals series includes tree diagrams.Quick Study guides and Smart Charts provide fold-out course summaries.

5. Google searches with a course name, topic, and the phrase law school willoften bring up law professor or student pages or commercial pages that haveflowcharts. Remember the caveats above in number 2 when using this method

6. Web sites that show a variety of graphics that can be used for learning willexpand your repertoire of visuals. Here are just three examples. (Althoughthese examples are for K-12 education, many of the graphics can be adapted tolegal studies)

http://www.writedesignonline.com/organizers/

http://www.eduplace.com/graphicorganizer/

http://www.graphic.org/goindex.html

Revised 6/2011
http://www.inspiration.com/http://www.inspiration.com/http://www.inspiration.com/http://www.writedesignonline.com/organizers/http://www.writedesignonline.com/organizers/http://www.eduplace.com/graphicorganizer/http://www.eduplace.com/graphicorganizer/http://www.graphic.org/goindex.htmlhttp://www.graphic.org/goindex.htmlhttp://www.graphic.org/goindex.htmlhttp://www.eduplace.com/graphicorganizer/http://www.writedesignonline.com/organizers/http://www.inspiration.com/


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THE PROCESSING LEARNING STYLES

A GLOBAL LEARNER:

Wants to know the overview of a course before learning information within topics and

sub-topics

Uses the table of contents or a syllabus based on topics and sub-topics to understand

the overview of a course

Prefers a preview of the material by the professor before learning the details of a topic

Appreciates introductory material in the casebook at the beginning of a chapter

May accumulate learning through jumps before seeing any connections

Writes shorter briefs, class notes, and outlines because leaves out what is seen as

extraneous and too detailed

May leave out steps of analysis that are actually known by the student when writing

essay exams

May dismiss solutions or arguments as unimportant rather than discuss them in an

essay exam

May learn material at too superficial of a level without realizing that s/he is glossing the

material

May forget to include facts or details that were initially noticed when reading the fact

pattern by the time s/he starts writing the essay answer

Tends initially to be more conclusory than other students on essay exams

May miss the nuances in the answer choices on a multiple-choice exam

May misread questions or answer choices on multiple-choice exams

May not read the instructions on exams because s/he assumes they are already known

May prefer the table of contents to the index as a method of finding information

May remember the highlights of an experience or story better than the details

May look at the ending of a novel before reading page 1

May enjoy speed reading leisure books


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A SEQUENTIAL LEARNER:

Wants to learn information in an organized step-by-step manner

Considers each case, each sub-topic, and each topic as a discrete unit to learn

Prefers a summary of the material by the professor after learning a topic to assist in

seeing the overview of the material

Appreciates summary material in the casebook at the end of a chapter

Is only aware of the overview of a course and its topics near the end of the semester

unless someone stresses the importance of tying it all together earlier

Prefers formulas, methodologies, bright line tests, or clear steps of analysis

Must work out an answer in a methodical way to see it

Writes briefs, class notes, and outlines that seem logical and include all of the steps

Has a strong tendency to include all steps of analysis in an organized manner in essay

discussions

Prefers to know whether a professor has a particular format for essay exam questions:

IRAC; CRAC; or some other variation

Gives directions in an organized step-by-step sequence

May remember the chronology of or process behind an experience or story better thanabstract concepts

Tends to start reading at page 1 without looking ahead

May be disconcerted when a professor starts on page 400 instead of page 1 or

otherwise deviates from the casebook order of the editor

AN INTUITIVE LEARNER:

Enjoys learning about and grasps quickly concepts, theories, and abstractions

Considers new ideas to be a positive challenge

Gets excited about new ways of doing things and an idea for the ideas sake

Tends to notice relationships when learning material


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Is less concerned about practical applications of ideas because ideas have merit on

their own

Understands the importance of policy and theory and enjoys hearing about them and

discussing them

Writes briefs, class notes, and outlines that capture the main ideas, theories, policies,

and relationships

Is undisturbed by ambiguity or vagueness

Is bored by details many times

Is bored by rote learning

May not learn rules and elements precisely enough

Sees an answer to a problem without knowing how s/he got to the answer

May misread because grasps the overall concept without noticing specific words,

limitations, or facts

May remember the ideas or relationships in an experience or story better than the

details

A SENSING LEARNER:

Is very concerned with knowing all of the details of any topic

Writes very detailed briefs, class notes, and outlines because her/his security is in

getting all the details down

May become overly focused on details and miss the overview of a course

Does not learn and remember policy or theory very easily unless it is tied to practical

uses or examples

Tends to know more specific law and legal details of the cases than some other

students

Tends to memorize black letter law precisely and considers such memorization initially

as the most important task in law school

Becomes frustrated when someone glosses the law rather than stating it precisely


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Reads the directions for an assignment or exam very carefully

May second-guess on multiple-choice exams and change right answers to wrong ones

May see phantom issues because with all the law s/he knows it must be on the exam

somewhere

May have time management problems during an essay exam because s/he writes too

much detail on the questions

May prefer the index to the table of contents as a method of finding information

Often tends to read more slowly than other students

May get stuck on a difficult passage in a case and not be able to move on because

surely it must be important

May be disconcerted when a professor skips cases or otherwise deviates from thecasebook

May make detailed case tables as well as detailed outlines

May over-tab materials that can be taken into an open-book exam

A TOP-DOWN LEARNER (Global Intuitive Combination):

Enjoys the overview, relationships, and concepts more than the drudgery of facts,details, and methodologies

May find the following subjects are based on compatible ways of thinking: political

science; philosophy; literary theory

May time manage by how s/he feels or a general idea of what needs to be done during

the day

Is more likely to suffer from Sapadins procrastination styles of Dreamer, Crisis-Maker,

and Overdoer

Enjoys the give and take of changing up the facts in hypotheticals to explore the

concepts

Appreciates concepts, theories, and policies even if they cannot be applied to anything

practical

Recognizes learning for learnings sake as valuable


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Focuses well on how cases can be synthesized and understands analogizing and

distinguishing cases

Focuses well on how the parts relate to the whole in a topic

Focuses well on how topics inter-relate to one another

Focuses well on the overview of the entire course

Seeks out relationships between cases naturally

Seeks out the relationships between topics and subtopics naturally

Seeks out relationships among topics naturally

Has brainstorms about the importance of a concept or the answer to a question

without being able to relay her/his thinking process

Leaves out part of the analysis that was initially considered when s/he actually writes

the answer because everyone knows that or the professor knows that or it

doesnt matter

May forget important facts to use in an exam answer even though s/he noticed them

while reading the fact pattern

May misread (or not read at all) instructions for an assignment or exam

May choose multiple-choice answers by gut reaction without carefully reading and

considering all options

May finish essay exams long before others because there is nothing more to say

May change few of her/his wrong answers when reviewing questions on multiple-choice

questions because cannot see the mistakes or may not review answers at all

Is unperturbed by ambiguity, vagueness, grey areas, and it depends thinking

Needs less structure to meetings or classes for learning to occur

Is less concerned if a professor is disorganized in the presentation of material

Learns from previews better than from summaries of material

Writes shorter briefs, class notes, and outlines because the overview and the essentials

are sufficient


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May err by thinking that a commercial brief is as good or better than reading the entire

case

May err by thinking that someone elses outline is as good or better than doing a new

outline on ones own

May wrongly decide that detailed class prep is only necessary if one is going to be

called on in a class

May wrongly consider speed reading or scan reading as a good idea because only the

essence is important

May do practice questions by talking about them or deciding what s/he would say

without ever outlining answers or writing out complete answers

Gives directions which lack some organization and/or have fewer steps and details

A BOTTOM-UP LEARNER (Sequential Sensing Combination):

Enjoys very logical and methodical learning and thinking

May find that the following subjects are based on compatible ways of thinking:

accounting; hard sciences; engineering; mathematics; computer science

Enjoys being organized and knowing the next task or step

May use day planners, to do lists, and other organizing techniques naturally

Is more likely to suffer from Sapadins procrastination styles of Perfectionist and Worrier

Wants to know the practical ways in which concepts can be applied

Dislikes theory for theorys sake because it seems unnecessary

Is less attuned to policy discussions unless the practical implications are discussed

Organizes information in a step-by-step manner: steps of analysis, tests, and

methodologies are important to this person

Focuses well on facts; will notice the facts that others miss

Focuses well on details; does not feel secure unless knows all the details about a case,

topic, or sub-topic


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Connects all the dots in thought processes whether writing or speaking if given time to

do so

May over-analyze multiple-choice answers or second guess on the chosen answer

and change a right answer to a wrong answer

Gets hung-up on the what-ifs and how-abouts when reading fact patterns

Dislikes ambiguity, vagueness, grey areas, it depends thinking

Needs to know the agenda ahead of time: class assignments, tasks for a meeting,

topics for a study group

Feels distressed by professors who are disorganized in class

Learns from summaries better than from previews of material

Concerned with the right way of studying and the right answers to questions

May leave practice questions until too late in the semester because its too early to do

any because I dont know everything yet

May not have time to understand the big picture of the course if delays doing so too far

into the semester

May have time management problems on exams because unable to work through steps

of analysis quickly or to eliminate unnecessary detail in answers

Knows so much detail about a topic that may answer questions not actually asked onthe essay exam

Feels compelled to read every study aid on a topic even though they are repetitive

Feels there is never enough time to read, complete briefs, outline, read study aids, etc.

Suspicious that efficiency and effectiveness are synonymous with shortcuts

Gives very organized directions with great detail

A MIDDLE-OUT LEARNER (Global Sensing or Sequential Intuitive):

Tends to be much less common than top-down or bottom-up learners

Tends to go both directions at once and may confuse observers at first because the

learner does not appear to have a traditional organizational method


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May use the pair of preferences to balance one another so that the potential extremes

with Global-Intuitive (breadth-breadth) or Sequential-Sensing (depth-depth) are

avoided

May have the opposite preferences play out as a tug-of-war (if the scores are very

different, the one preference overpowers the other).

May be an older student or a student with more educational degrees because prior work

and educational experiences have created an ability to cross over more

conventional learning styles

AN ACTIVE LEARNER:

Tends to want to do something with learning in order to think about it

May need less structure in a study group because s/he is willing to work with the

material without prior notice

Needs some open question and answer time in a study group on an anything goes

basis

Tends to come to the answer while talking and relates the entire process

May answer quickly if called on in class even if does not know the answer

May not come to the solution for a problem until near the end of her/his own analysis

May start out with one solution and change her/his mind part way through her/his own

analysis

May frustrate a reflective learner if s/he rambles or changes position during talking

about the material

A REFLECTIVE LEARNER:

Tends to want to think about material before having to apply it or talk about it

Often needs more structure in a study group because s/he will not be ready to discuss

material or apply it to practice questions unless there has been time to think

about the material

May pause longer to consider the question when called on in class before giving an

answer


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Tends to give an answer without relating the entire process to get to the answer

If asked a yes or no question, may just give that response and no explanation.

Expanded from basic information on the Index of Learning Styles web site by Richard

M. Felder and Barbara A. Solomon in Learning Styles and Strategies at

http://www.ncsu.edu/felder-public/ILSdir/styles.htm .

Revised 6/2013
http://www.ncsu.edu/felder-public/ILSdir/styles.htmhttp://www.ncsu.edu/felder-public/ILSdir/styles.htmhttp://www.ncsu.edu/felder-public/ILSdir/styles.htm

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Learning Styles for Law Students

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