Dir­ect strategies

• memory strategies

> to re­mem­ber more ef­fect­ively - flash­cards to re­mem­ber new vocab­u­lary

• cog­nit­ive strategies

> to use all one’s men­tal pro­cesses - try­ing to identify pat­terns in Eng­lish

• com­pens­a­tion strategies

> to com­pensate for miss­ing know­ledge - guess­ing the mean­ing for un­fa­mil­iar words



In­dir­ect strategies

• meta­cog­nit­ive strategies

> for or­gan­iz­ing and eval­u­at­ing learn­ing - no­ti­cing mis­takes

• af­fect­ive strategies

> for man­aging emo­tions - no­ti­cing anxi­ety when using Eng­lish

• so­cial strategies

>for learn­ing with oth­ers - ask­ing for cla­ri­fic­a­tion

visual learner

• learns best by see­ing, visu­al­iz­ing, draw­ing, dia­gram­ming, etc. in other words, you “know some­thing by see­ing it”

Tips: - high­light as you read

• study cards

• draw dia­grams, il­lus­tra­tions; make charts



aud­it­ory learner

• learns best by listen­ing, talk­ing to oth­ers and self, in other words, they “know some­thing by hear­ing it”

Tips: - read aloud

• tape the lec­tures

• de­scribe dia­grams, il­lus­tra­tions and charts out loud



kin­es­thetic learner

• learns best by doing, through move­ment and phys­ical activ­ity and by using a “hands-​on” ap­proach

Tips: - trace your fin­gers across lines of the text

• take notes – write to keep your­self in­volved

• use lots of move­ment – talk with you hands, change po­s­i­tion and loc­a­tion



But in gen­eral:

•       high­light and study cards

•       good lec­ture notes with ‘re­call’ column

•       fre­quent re­view

•       keep up with as­sign­ments