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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 have
positive and negative aspects to be considered for the study of law.

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

In the educational process, learners are often presented material initially through
particular 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 to
another in order to understand it in their own preferences. However, one will
normally have to convert the information back into whatever format the professor
wants 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 to
the facts and not a visual graphic.
A learning style can be visualized as being a continuum. The format of the
continuum will be determined by the number of learning styles being considered
simultaneously.

If one learning style is being considered, it is a continuum from zero to the
highest score for the assessment instrument.
For example:
Visual 0_______________________13
If two learning styles are being compared to one another, the separate styles will
be the opposite end points of the continuum with a zero midpoint and scores
increasing 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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There are many types of learning styles which deal with a variety of aspects of
learning; experts commonly say that there are more than 18 22 learning style
dimensions. Some of the dimensions deal with:
o Absorption of material
o Processing of material
o Learning environments
o Working with other people
o Approaches to material

The various types of learning styles interact with one another. Thus, a learner
can use various absorption and processing styles together to get the most
learning potential.

Many individuals are multi-modal absorption learners who have a variety of
learning styles that they use effectively and get the most out of learning when
they layer the multiple styles.

Some individuals are single-mode absorption learners who get almost all of their
learning out of one absorption style.

Law students who are aware of their own learning style preferences and who are
respectful of learning style differences can work more positively together in study
groups or group assignment situations to complement each others styles and
improve their learning.

Learning styles may moderate over time as the individual has more learning
experiences in school, at work, and in life. The styles will usually remain the
same, but the scores will decrease as the learner becomes more facile at using
the shadow styles.

Learners often unconsciously self-select into undergraduate majors and minors
that match their learning styles.

Professors often teach material in the same ways that they personally would
learn it unless they are aware of the different learning styles and how to vary
instruction for other learners.

The learning and teaching styles of professors may not always match the
predominate styles of todays law students.

Learning styles can affect a law student in law school and later in practice in
multiple ways. Some of these ways are:
o The way in which the law student initially absorbs material to begin
learning and studies most effectively.
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o The way in which the law student organizes and processes material for
learning.
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.



Revised 6/2011















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THE ABSORPTION LEARNING STYLES

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

The most frequently mentioned absorption learning styles are:
1. Verbal (read/write)
2. Visual
3. 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 of
techniques:
1. Mental images of facts
2. Color
3. Bullets and numbers
4. Italics, bold, underlines, different fonts, different font sizes
5. Venn diagrams
6. Tables or charts
7. Legal diagrams
8. Mind maps
9. Tree diagrams
10. Decision trees/flowcharts
11. Time lines
12. Information in columns

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

Oral learners prefer to learn by talking about information. Talking may include a number
of techniques:
1. Reading out loud
2. Explaining concepts out loud
3. Talking in a group discussion
4. Talking in class

Kinesthetic/Tactile learners have two aspects of learning:
1. Kinesthetic (meaning movement) includes literal movement as well as white
noise 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 layering
2 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 reminded
that they still will have to contend with other learning modalities because of the nature of
legal education.

The VARK assessment instrument measures only absorption learning styles.

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

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

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

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











Revised 6/2011










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THE PROCESSING LEARNING STYLES

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

Frequently mentioned processing learning styles are:
1. Global learning
2. Intuitive learning
3. Sequential learning
4. Sensing learning
5. Active thinking
6. Reflective thinking

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

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

Sequential learners prefer to learn information in separate units and in organized steps
before 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 to
as top down learners.

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

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

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

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

Active thinkers prefer to do something with the information to think about it talk about
it, 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 the
scale, comfort with the learning environment, confidence in the subject matter, other
learning preferences, and/or other factors.

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


Revised 6/2011
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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

















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THE VARK ASSESSMENT INSTRUMENT

VARK only measures absorption learning styles.

The categories scored on the VARK are:
V = visual
A = aural
R = read/write
K = kinesthetic

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

There are 23 possible VARK profiles once all four modalities are considered in single
mode 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 Reflective
Global and Intuitive
Sequential and Sensing

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




Revised 6/2011
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Note: All of the descriptions of learners in this latter portion of the materials are based
on high scorers for ease of differentiating the styles. Low or moderate learners may be
less similar and may choose fewer strategies or modify strategies.

TIPS FOR VERBAL (READ/WRITE) LEARNERS
1. You may read without taking breaks because you enjoy reading even though
law material may be denser than you are used to reading. Verbal learners will
often read for three or four hours without stopping. Take short breaks at least
every 90 minutes. You will be able to focus more effectively on the topics within
a massive amount of material. Your memory keeps filing while you get a cup
of coffee.

2. If you are a global-intuitive learner as well, you may read most effectively and
efficiently if you have a roadmap for your reading. Scan the casebook table of
contents or the syllabus first to get the lay of the land. By knowing the
relationship of topics and sub-topics to the cases you will be reading, you will be
able to keep the big picture in mind.

3. You may miss information unless you read actively. Active reading means that
you are more likely to retain and understand material rather than just do time
in front of the casebook.
Survey the case for 3-5 minutes to get an idea about it before you read
it in-depth:
a. what court are you in;
b. who are the parties;
c. what is the general topic of the dispute;
d. are there precedents or statutes or both involved;
e. is policy discussion involved;
f. what is the holding;
g. what is the judgment;
h. are there any concurrences or dissents
Chunk a case into smaller sections as appropriate: facts; procedural
history; paragraphs on one precedent at a time; policy; etc.
Ask yourself basic questions about the case as you read.
Write notes in the margins if they help you condense the material.
Ask yourself lots of questions after each topic to check overall
comprehension.
Write additional big picture notes if they will help you synthesize and
retain the material.
At the end of each case, summarize out loud what you have read.

4. You have two verbal skills reading and writing. Reinforce your reading with
writing for greater learning. Write margin notes as you read; write notes to
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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 just
adding 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 may
learn more by condensing your typed class notes into handwritten notes after
you have reviewed them. However, do not take handwritten class notes and
retype them unless you are sure the duplicated effort actually helps you learn
and is an efficient use of time.

7. You may enjoy verbal games and devices to assist with memory. You
remember words easily. Mnemonics may be especially useful to you for
remembering 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 your
knowledge. Write out practice essay answers for as many questions as
possible; outline essay answers for as many other questions as possible.

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

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


Revised 6/2011









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TIPS FOR AURAL (LISTENING) LEARNERS

1. You need to get away from doorway and hallway distractions when sitting in
class. 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 to
listening because you will be closer to the professor.

2. Beware of acoustical dead spots in your classroom. Choose a seat that will allow
you 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 the
main points. Balance writing notes with listening intently do not miss out on
your learning strength because of frantic writing.

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

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

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

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

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

10. You assimilate information through listening to others. Be alert to listening
opportunities to augment learning study group discussions; other law studiers
discussing 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 difficult
passage repeatedly very helpful to understanding. And, you may find your mind
wanders when reading the cases or your outline. Read the material out loud if it
helps you to understand or concentrate on the material by hearing your voice
modulation.

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 your
friends study.

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

14. When you are in class and someone else is called on, try to hear yourself
answering the question in your head before that student answers. You will stay
more focused on the ensuing discussion and will be able to check your own
knowledge.

15. Practice exam questions in areas that are not totally quiet. During the exam you
will 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 these
conditions, 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 you
their progress through the exam. Do not allow other people who have started
writing (when you have not) or who have finished writing (when you have not) to
distract you from your own timetable for the exam.

17. Be careful about using ear plugs in an exam. You may miss supplemental
instructions 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).
Revised 6/2011
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TIPS FOR ORAL (TALKING) LEARNERS

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

2. Discuss material you have learned with a study partner or study group. Or, if you
live some distance from other studiers, at least discuss the material before or
after your class with your classmates. Alternatively, telephone your study partner
each 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 your
head 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 the
confusing passage.

5. You may need to ask a million questions to understand a class. You may not
be 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 dialogue
that helps you to understand the topic and remember it later. Also, you may stay
more focused in class if you participate.

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

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

9. If your professor suggests that you talk less in class because your questions are
delaying a class or because s/he needs to call on additional people, keep a list of
your questions during class. After class, discuss those points when you have
time 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 the
class 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 and
discuss topics as you walk around campus.

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

13. You may learn more when you explain material to others. Take turns explaining
concepts in a study group. Was your explanation accurate, logical, and
persuasive? Did you leave anything out? Was there any helpful feedback that
your 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 yourself
explain the concepts, check whether your explanation is accurate, logical and
convincing.

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 the
correct answers.

16. Read practice questions onto an audio device. Then, listen to a question; stop
the device; and talk out what the answer should be. If you have also read the
answer 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 professor
made with the person seated next to you. Or, your mantra may be What did he
say? 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 class
by whispering or talking.

Expanded from basic information in M. H. Sam Jacobson, A Primer on Learning Styles:
Reaching Every Student, 25 Seattle Univ. L.R. 139, 154-155 (2001).

Revised 6/2011




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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 head
to 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 is
time for a break. Determine how long you can focus before you need to take 5 or
10 minutes as a break. Your concentration time may vary with the subject you
are studying.

3. You stay alert by adding movement to your short breaks. Take advantage of any
breaks given during long classes or study group sessions walk the hall, go get
a drink of water, do a few gentle stretches. Whether you are studying in the
library 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 noise
may assist your concentration: turn on some quiet music; turn on the TV below
distraction volume; turn on a fan.

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

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

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

8. You may not be able to study at home because you are too easily distracted by
the TV, the dishes in the sink, your pets, your family, or your bed. Consider
alternative 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 access
because you will instant message, surf the web, or play on-line games instead of
studying. You may have to use discipline not to do the same activities while
studying in any facility with wireless access some of the coffeehouses that
have 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 or
sigh or toe tap. Do not distract others during class, library time, or the exam by
constantly 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 or
class notes while on the treadmill. Listen to an audio file while you cook dinner
or wash and wax the car. Discuss a topic while you and your study partner walk
around 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 the
material is learned, if it is for an oral argument or other presentation, you will
need to practice staying still at the podium.)

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

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

15. You will benefit from courses and experiences in which you are able to apply
what you are learning. For this reason, you will learn best through clinics,
internships, externships, and trial advocacy or other legal skills classes. You will
also appreciate application experiences with mock trial, negotiation, client
counseling, and other competitions. Professors who include small group work or
oral 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 or
study group to see how the concepts would be applied to solve new legal
problems that could arise on an exam. You will learn more by using the concepts
to find practical solutions, arguments for both sides, and synthesis of the
material.

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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 we
read 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 this
topic?

Expanded from basic information in M. H. Sam Jacobson, A Primer on Learning Styles:
Reaching Every Student, 25 Seattle Univ. L.R. 139, 155-156 (2001).

Rev. 6/2013













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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; dicta
green; 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 in
purple.
c. Use different colors of ink to indicate parts of your notes: general
information in blue; rules in black; emphasized by professor in red; policy
in green.
d. Underline in different colors of ink if the broad color lines of highlighters
are distracting.
e. Coordinate colors between your reading and your briefs if it helps you
locate the information in class.
f. Use a specific color to indicate passages in the casebook that your
professor 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 a
color, 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 techniques
are substitutes for writing out complete sentences, paragraphs, or words.
Examples are:
a. bullet points;
b. numbers;
c. symbols;
d. abbreviations; and
e. 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; and
h. 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 well
enough that you can read it off the page you see in your mind rather than
merely knowing the location on the page.

6. By memorizing visuals to better understand rules and elements, you may
increase 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 merely
capture it as a mental image. Complex conceptual relationships, complicated
fact patterns, and issues with multiple sub-issues can often be manipulated more
easily 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 a
visual 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 a
visual with ease (and with different colors if desired) and make a hard copy once
you have a final version.
22

11. You may want to use large sheets of paper posted in your apartment with one
rule per sheet as you try to memorize a series of rules. Or, print out the rules on
separate 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 make
your own graphic organizers rather than just borrow someone elses completed
examples.

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 the
board, take it down as given and then dissect it into layers until you can
see it.

15. Use visualizations to help you memorize:
a. the peg method
b. the method of location
c. visual stories to connect parts within a list
d. acronyms that create a memorable picture.

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

Expanded from basic information in M. H. Sam Jacobson, A Primer on Learning Styles:
Reaching Every Student, 25 Seattle Univ. L.R. 139, 151-154 (2001).

Revised 6/2011




23

SOME RESOURCES FOR VISUAL LEARNERS

1. Remember that you will always learn more from making your own graphic
organizers. It is the self-processing that gives you deeper understanding and
greater retention.

2. If you refer to commercial graphic organizers or other students graphic
organizers, 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 have
already made.

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

4. Gilberts outlines include a variety of graphics. Crunch Time volumes include
mostly 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 will
often bring up law professor or student pages or commercial pages that have
flowcharts. 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 will
expand your repertoire of visuals. Here are just three examples. (Although
these examples are for K-12 education, many of the graphics can be adapted to
legal studies)


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

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

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

Revised 6/2011
24

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
25

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 than
abstract 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
26

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
27

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 the
casebook
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
28

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
29

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
30

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 on
the 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
31

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
32

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

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