• Learns best when information is presented auditorily
• In a classroom, benefits from listening to lectures and participating in group discussion
• Can often "hear" hat you or someone previously said
• Learns best when interacting with others in a listening/speaking exchange
• May become bored easily during mostly visual presentations or when problems are to be done silently in class
• Tends to listen to movies instead of actually watching them
• May not like to draw or sketch
• Often does not copy notes from a chalkboard accurately
• Often reverses or omits letters or numbers when writing them
• Often holds the material close to face when reading
• Looks like their head is on the table when writing
• May have trouble remembering what was read if it was not vocalized
• Often confuses words that look similar in written texts
• Usually likes classes with active group discussions and remembers the material well
• Usually is very talkative
• May make consistent errors in math (inattention to signs, reverses numbers, etc.)
• Often talks to self or mumbles when doing assignments

• Learns best when physically engaged in a "hands on" activity
• In the classroom, benefits from a lab setting, manipulating materials to learn new information
• Learns best physically active in the learning environment
• Benefits from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and fieldwork outside the classroom.
• Bears down extremely hard with pencil or pen when writing
• Often enjoys working with tools
• Remembers best by writing things down several times
• Often plays with coins or keys in pockets
• Learns spelling by "finger spelling" the words
• Often doesn't like to read directions, would rather just do it
• Learns best when shown how to do something and then given the opportunity to do it
• Often prefers not to study at a desk
• Thinks better when they have the freedom to move around
• When they can't think of a specific word, uses hands a lot and calls something a "what-cha-ma-call-it" or a "thing-a-ma-jig"
• Often needs frequent breaks during studying
• May not be skilled in giving verbal explanations or directions

• Learns best when information is presented visually in a picture or design format.
• In a classroom setting, benefits from instructors who use visual aids such as film, video, maps and charts
• Tends to like to work in a quiet room and may not like to work in study groups
• When trying to remember something, can often visualize it in their mind
• May have an artistic side that enjoys activities having to do with visual art and design
• May not remember verbal directions
• Often asks to have questions or instructions repeated
• Frequently appears to daydream during class or lecture
• May watch the teacher's lips closely
• Watches others when directions are given and then follows their lead
• Prefers to do demonstrations rather than to tell, explain or report on a subject
• May get lost in rote memorization drills in class
• May misunderstand instruction and other material presented verbally
• Often dislikes speaking in front of groups

This is a list of study skills websites that students can use to improve their learning strategies.

General Study Skills Sites 
http://www.coun.uvic.ca/learning/study-skills/ 
http://www.humboldt.edu/learning/improving_study_skills.php 
http://www.delta.edu/llic/tlc/handouts.aspx

Understanding the Textbook 
http://www.howtostudy.org/resources_skill.php?id=10
http://ss.bryantstratton.edu/reading.shtml

Taking Lecture Notes
http://www.howtostudy.org/resources_skill.php?id=9

Preparing for Tests
http://www.howtostudy.org/resources.php#Output

Understanding the lectures
http://ss.bryantstratton.edu/listening.shtml

Understanding the Subject Matter
http://www.howtostudy.org/resources.php#HowtoStudy this has a list of academic subjects and tips on how to study for them 

Time Management
http://www.howtostudy.org/resources_skill.php?id=6

Organization
http://www.csbsju.edu/academicadvising/help/getmore.html

Additional Resources from Other Institutions

Purdue University's Online Writing Lab: The Purdue University Online Writing Lab serves writers from around the world and has many handouts and resources that you can download to assist you as you write.

University of Minnesota Duluth:  Learn about study skills, how to practice effective study strategies and how to manage your study skills.  Assessment tools are also available.  You can take a study skills survey and/or complete a time audit to see where your time is going.

• Tutor Application: This can be printed, filled out by hand, and returned to tutoring@LeMoyne (Library, 1st floor), or it can be filled in, saved electronically, and sent to tutoring@lemoyne.edu.
• National Tutoring Association: Let us know if you are interested in being certified through the NTA.
• College Reading and Learning Assocation (CRLA):  CRLA (formerly WCRLA) is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, and tutorial services at the college/adult level.
• New York College Learning Skills Association (NYCLSA): NYCLSA is an organization open to any individual who has an interest in learning skills programs, developmental studies, or college support programs.
• National Council of Teachers of English (NCTE):  The National Council of Teachers of English, the world's largest subject-matter educational association, is devoted to improving the teaching of English and the language arts at all levels of education.
• National Council of Teachers of Mathematics (NCTM):  The National Council of Teachers of Mathematics provides vision and leadership in improving the teaching and learning of mathematics

• Join a study group to assist you in learning course material. Or, work with a "study buddy" on an ongoing basis to review key information and prepare for exams.
• When studying by yourself, talk out loud to aid recall. Get yourself in a room where you won't be bothering anyone and read your notes and textbook out loud.
• Record your lectures (with professor's permission). Use the 'pause' button to avoid taping irrelevant information.
• Try using a "smart pen" to record lectures. These are wonderful tools for many auditory learners.
• When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner. To learn a sequence of steps, write them out in sentence form and read them out loud.
• VERBALIZE AS MUCH AS POSSIBLE!!!

• Make flashcards of key information that needs to be memorized. Draw symbols and pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and pictures on the flashcards. Limit the amount of information per card, so your mind can take a mental "picture' of the information.
• Mark up the margins of your textbook with key words, symbols, and diagrams that help you remember the text. Use highlighter pens of contrasting colors to "color code" the information.
• When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.
• Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts.
• Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize material that needs to be learned.
• As much as possible, translate words and ideas into symbols, pictures, and diagrams.