BY AMY L. JARIV
ow to Absorb
irformation to
Make t More
Memorable
SUCCESSFUL LAW STUDENTS
INCREASE UNDERSTANDING,
RETENTION, AND RECALL
THROUGH ABSORPTION
LEARNING PREFERENCES.
THEY CONVERT LEGAL INFORMATION TO THE UNIQUE
FORMATS MOST MEMORABLE
TO THEM. THEY USE THEIR
PREFERENCES TO ADVANTAGE
FOR WISER USE OF TIME AND
MORE EXTENSIVE RESULTS.
22
STUDENT LAWYER
WHAT ARE YOUR LEARNING STYLES?
Evaluate your absorption learning preferences for free. The VARK questionnaire is
available at http://tinyurl.com/3dgnm. VARK evaluates four learning preferences: (1)
visual, (2) aural, (3) read/write, and (4) kinesthetic. The Index of Learning Styles (ILS) at
http://tinyur.com/2uxem evaluates the verbal (same as read/write) and visual absorption preferences. (ILS also evaluates six processing learning preferences that focus on
organization of material; those preferences will be discussed in the March 2011 Advice
from the Inside column.)
SOME BASICS ABOUT ABSORPTION LEARNING PREFERENCES
We have to deal with a variety of presentation formats because we usually do not
control the choice of course material. By converting the initial information into our
preferred formats, we can increase our learning. Absorption preferences indicate
which formats are most advantageous to a specific learner.
For example, a law student has to read cases even if she is not a read/write or
verbal learner by preference. This student can increase her learning by converting the verbal information into her preferred formats for better absorption: visual,
aural, and/or kinesthetic.
Learners may have one absorption learning preference (single mode) or multiple
learning preferences (multi-mode). Single-mode learners need to get as much
advantage as possible out of that one preference. Multi-mode learners will combine
all of their preferences to get the most advantage.
Learners within the same absorption preference are unique from one another.
For example, visual learners may vary greatly on which visual techniques are ef-
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Bar Association
fective for them. And for multi-mode learners, the score for each preference will
determine how the student will layer techniques for optimal learning.
Understand the read/write or verbal absorption preference. These learners use
reading and writing to reinforce one another for optimal learning.
Tips for verbal learners include:
* Be an active reader.
Ask lots of questions to engage with the material.
+ Condense the main ideas into margin notes.
- Summarize the material in a brief.
+ Choose study aids to match the depth of understanding needed: commentaries versus commercial outlines, for example.
Use verbal memory tools: word acronyms, silly sentences to remember nonword acronyms, stories incorporating lists, rhymes, and sayings.
+ Decide whether handwritten class notes result in more learning than typed
notes.
_4 Determine the most memorable way of learning material:
writing or typing flashcards;
writing or typing rules multiple times; or
writing or typing a condensed version of a longer outline.
Visual learners should consider
the following techniques:
-+
Use bulleted or numbered lists
rather than longer paragraphs
and sentences.
Indicate importance or
hierarchy with bold, italics,
underlining, all caps, different
fonts, different font sizes, or
indentations.
- Use color to organize material:
Assign highlighter colors to
indicate case categories: issues, facts, reasoning, dicta,
dissents, concurrences,
holding, or judgment.
V Assign tab colors in a
code book to indicate
topics or hierarchy within
topics.
Assign ink colors in an
outline to indicate category
(rules in green and policy
in blue) or additional
Understand the visual preference for learning. Visual learners learn and retain material better when they see it rather than hear it or read it. Visual techniques vary greatly
in their complexity.
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STUDENT LAWYER
23
preference includes listening (aural) and talking (oral) components. Some learners
consider these two components equally matched within the preference. However,
other learners consider one component to be stronger than the other.
The following techniques work for both listening and talking learners. Listeners learn from hearing the inflection while talkers learn from speaking:
Stay engaged in class discussion:
Answer the question silently in your head.
V Compare your answer to the classmates answer.
Listen to the professor's comments.
Read difficult passages out loud to assist in understanding.
Explain a case out loud to test your understanding.
Al Recite rules out loud to aid your memory.
review needed (difficult
material in pink).
Use visual graphic organizers
to present information: tables,
Venn diagrams, yes/no decision trees, mind maps, time
lines, or other variations.
Use visual memory techniques
to learn a list:
Method of location
(anchor visual images to
furniture in the rooms of
your house);
Peg method (anchor visual
+
images to coupled rhyming
words and numbers);
Story method (anchor visual images to a story line).
Connect visual fact images
with rules or elements and spot
Listening learners should consider the following tips:
Choose a classroom seat with acoustics and focus in mind.
-4 Avoid classmates who chatter during class.
-+ Avoid acoustical "dead spots" and outside hallway noise.
Think about the class material rather than trying to transcribe verbatim.
4 Determine whether the audio study aids assist you in reviewing material.
Talking learners should consider the following aspects:
4 Participate in class whenever appropriate to add to your learning.
-+ Discuss material regularly with classmates.
When confused, ask the professor if you can explain the material and get
feedback rather than ask the professor to re-explain material to you.
+ Think before you talk rather than blurt out the first idea that comes to you.
By converting
the initial
informiation
our
preferrest
formnats, wee
can increase
our earning
nto
Understand the kinesthetic learning preference. The kinesthetic preference
also has two components: kinesthetic (movement) and tactile (touch). These aspects may be equally balanced or one may be stronger than the other.
Movement can increase these learners' ability to focus. However, non-kinesthetic
parents or teachers in the past may have complained about these learners fidgeting
or taking frequent breaks.
Tips for kinesthetic learners are:
- Differentiate between movements that aid focus and those that distract.
Consider whether focus is increased by typing class notes rather than handwriting them.
Be aware when short breaks with movement will allow one to re-focus.
Determine when repetitive movement aids a study task:
listen to an audio study aid while cooking dinner;
study an outline while on the treadmill; or
pace while learning flashcards.
issues in an exam scenario by
matching those images to the
new facts.
*Capture visuals that your professor uses or that you think of
in class with pad and pen.
-+ Chart your organization for an
exam answer: columns for rule
elements and rows for plaintiff
and defendant; fill in each cell
with facts, cases, and policies.
Condense code sections to bulleted or numbered steps in the
book margins.
Use a dry erase board to create
memorable graphics.
*
Use computer software to
create graphics: Inspiration,
OneNote, or other products.
Touch means manipulating the concepts and applying them to new fact scenarios. Thus, tactile learners benefit from practice questions because application
cements ideas, identifies legal nuances, and incorporates exam techniques. Tactile
students will want to choose hands-on learning situations: clinics, trial advocacy,
negotiation, client interviewing, or externships.
Work with a learning specialist to determine an individualized study approach. Most
law school academic support professionals can assist you in applying your combination of absorption preferences to advantage. Some law professors are also aware of
learning preferences and can suggest approaches for their specific courses.
AMY L. JARMON amy.jarmon @ttu.edu), assistant dea'n for academic success programs atTexas
Understand the two dimensions
of the aural preference. The aural
24
STUDENT LAWYER
Tech University School of Law, is a professor and coeditor of the Law SchoolAcademic Support
Blog. She has practiced law in the United Sates and the United Kingdom.
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