Title: Learning Strategies
Course: Question Banks

Q: Marion takes a psychology class in college, and he is easily able to learn and describe multiple theories and phenomena pertaining to the world of psychology. Many years later, while he is working full-time and has a family, Marion takes another psychology class for his counseling license. Although many of the concepts are familiar to what he learned in college, he finds that he is unable to grasp information easily and takes him much longer than it did before to learn and describe the theories and phenomenon addressed in his class. What dimension of learning most likely accounts for the difference in how Marion learns the material?
- The “What” (Incorrect. Since many of the concepts and theories are familiar to Marion, the class likely covers the same material as his class in college.)
- The “Who” (While Marion has gained life experience as well as potential cognitive changes since college, the scenario highlights a more substantial difference in another learning dimension.)
- The “Where” (Although Marion may be learning in a different scenario, he is still learning in the structure of a class so the scenario highlights a more substantial difference in another learning dimension.)
- The “When” (Correct! Between his age, working, and family obligations Marion likely has much more on his plate than he did when he was in college and as a result, may not be able to focus or devote as much time to his psychology class.)
A: The “When”

Q: Alexis took a history class in high school, and was easily able to learn and describe the major factors, battles, and timeline of WWI and WWII. Alexis decides to change careers many years later to become a high school history teacher. While working full-time and caring for his family, he takes another history class for his teaching license. He finds that he is unable to grasp information easily and that it takes him much longer than it did when he was in high school to describe the major factors, battles, and timeline of WWI and WWII. What dimension of learning most likely accounts for the difference in how Alexis learns the material?
- The “What”
- The “Who”
- The “Where”
- The “When”
A: The “When”

Q: Nicole has been learning to box. She is at the stage where she knows and can perform the various combinations, but still needs to focus very hard on each part of a combination to perform them correctly. She would like for them to become second nature so that she can begin sparring. At what stage of the learning process is Nicole?
- Stage 1: Unconscious Incompetence (Incorrect. During unconscious incompetence, the learner is unaware of what they do not yet know and is only showing an interest in learning. Nicole is beyond an interest in learning and has identified what she needs to learn or perform to reach her learning goal.)
- Stage 2: Conscious Incompetence (Incorrect. This stage is defined by identifying what needs to be learned and can feel overwhelming. Nicole has learned her combinations and can perform them, so she is not at this stage.)
- Stage 4: Unconscious competence (Incorrect. This stage is defined by being able to perform what was learned without having to actively think about it. Nicole still needs to focus very hard to perform her combinations, so she is not at this stage.)
- Stage 3: Conscious Competence (Correct! Nicole is aware of what she knows, can perform it, and is ready to improve. She just needs repetition in order to gain confidence and move into the next stage.)
A: Stage 3: Conscious Competence

Q: Geoffrey is taking a baking class. While he was initially excited, he is now feeling very overwhelmed with the sheer amount of chemical properties and types of ingredients he will need to become familiar with. At what stage in the learning process is Geoffrey?
- Stage 1: Unconscious Incompetence (Incorrect. During unconscious incompetence, the learner is unaware of what they do not yet know and is only showing an interest in learning. Geoffrey is aware of what needs to be learned.)
- Stage 3: Conscious Competence (Incorrect. Geoffrey has not yet learned all the chemical properties and types of ingredients he will be working with. This stage is defined by true understanding and identification of what one knows.)
- Stage 4: Unconscious competence (Incorrect. This stage is defined by being able to perform what was learned without having to actively think about it. Geoffrey still has much to learn before he will be at this stage.)
- Stage 2: Conscious Incompetence (Correct! Geoffrey has started to learn how much he does not know and what he needs to learn, which is what defines this stage.)
A: Stage 2: Conscious Incompetence

Q: For the first time in his academic career, Ryan is struggling to learn the material. Since he hasn’t really had to study before, he is unsure of what learning method works best for him to learn. Which learning theory should Ryan employ?
- Successful intelligence (Incorrect. Successful Intelligence places emphasis on approaching and solving problems through thinking in three different ways: analytically, creatively, and practically. This is a helpful theory for Ryan to use to enhance his learning and attain a more sophisticated understanding of the content, but without the ability to learn the foundations Ryan will be unable to combine information or formulate new ideas about the content.)
- Emotional Intelligence (Incorrect. Emotional intelligence is not a learning theory, in and of itself. Instead, it is an important element of self-regulation, which is a component of strategic learning.)
- Experiential learning (Incorrect. While experiential learning is a way of actively applying information by doing and reflecting on the experience, it is often led by instructors or facilitators to compliment individual learning. Ryan will need to find a learning strategy that enables learning on his own.)
- Multimodal learning (Correct! Combining different ways of learning is a useful strategy for students who may not know what best works for them.)
A: Multimodal learning

Q: Professor Erhart understands that each of his students has unique conditions for learning, but also places the responsibility of learning on his students to work around factors that interfere with learning and maximize those that support it. He provides plenty of academic support resources, expectations, clear grading rubrics, and current grades and feedback: Which learning theory is illustrated by Professor Erhart?
- Learning Styles (Incorrect. While learning styles is an archaic “theory” of learning that maintains that learners have a preferred method of learning: visual, textual, auditory, or kinesthetic. In reality, this theory has been proven false and a multimodal approach to learning, in which multiple styles are combined has proven to be more effective.[a])
- Successful Intelligence (Incorrect. Successful Intelligence places emphasis on approaching and solving problems through thinking in three different ways: analytically, creatively, and practically. In this scenario, Professor Erhart has not provided any prompts or assignments that were mentioned to leverage all three types of thinking.)
- Independent Learning (Incorrect. While Professor Erhart does view each learner as a unique learner and places the responsibility of learning on his students, he is still facilitating their learning. While many theories and strategies support individual and independent learning, there is no “independent learning model”)
- Strategic Learning (Correct! In the strategic learning model, the learner is always at the center of the model. Each learner is uniquely situated in terms of skill, will, and academic environment, and it is also up to each learner to exercise self-regulation where possible to minimize or work around factors that interfere with learning and maximize those that support it.)
A: Strategic Learning

Q: In Annette’s class, for each learning module, she is given a short quiz to measure whether she understands the content. She is also given a problem-solving activity in which she must use the new concept to brainstorm solutions. Lastly, she is asked to select the best problem-solving solutions across various environmental conditions to reflect her ability to adapt by maximizing strengths and compensating for weaknesses. Which learning theory is illustrated in Annette’s class?
- Learning Styles (Incorrect. While learning styles is an archaic “theory” of learning that maintains that learners have a preferred method of learning: visual, textual, auditory, or kinesthetic. In reality, this theory has been proven false and a multimodal approach to learning, in which multiple styles are combined has proven to be more effective.[b])
- Multimodal learning (Incorrect. While Annette is being asked to think about and use content in increasingly sophisticated ways, it all falls under the same learning theory. Multimodal learning combines different ways of learning and is a useful strategy for students who may not know what best works for them.)
- Strategic Learning (Incorrect. In the strategic learning model, each learner is uniquely situated in terms of skill, will, and academic environment, and it is also up to each learner to exercise self-regulation where possible to minimize or work around factors that interfere with learning and maximize those that support it.)
- Successful Intelligence (Correct! Successful Intelligence places emphasis on approaching and solving problems through thinking in three different ways: analytically, creatively, and practically. By demonstrating that she can process information through the quizzes, she then demonstrated creative thinking by comparing concepts and inventing solutions, and practical thinking by adapting her responses to a given environment.)
A: Successful Intelligence

Q: Doug is involved in many campus clubs, athletics, and has an active social life. As a result, his days and nights are filled. He finds that when he’s in class, he often loses focus or dozes off. He never had this problem in high school, but now that he’s in college and in control of his own schedule, he feels like he’s running on empty. What can Doug do to better prepare physically and mentally for his classes?
- Exercise regularly (Incorrect. Since Doug is involved with athletics, he is likely getting enough regular exercise)
- Eat healthy meals and snacks (While a balanced diet is important for energy and focus, this scenario does not address his diet. It seems that there may be something else that is draining Doug’s energy and focus.)
- Ask for disability accommodations (While it might be helpful for Doug to talk to a doctor about his newly developed energy decrease to see if there is a medical reason behind it, unless and until a disability is diagnosed according to the ADA, Doug is unable to receive disability accommodations.)
- Get enough sleep (Correct! It seems like Doug has very full days and nights, which may prevent him from getting enough sleep.)
A: Get enough sleep

Q: Francene is about to start her first semester of college. She knows how much work it will be and wants to develop habits that will help her succeed. Which of the following is a good habit for Francene to develop to prepare for class physically and mentally?
- Eat 3 large meals a day without snacking (Incorrect. Eating healthy meals and snacks is an important habit to maintain focus and energy throughout the day. While healthy meals can be large, large meals alone are not always healthy. Further, 3 large daily meals may lead to digestion issues and fatigue.)
- Function on less sleep (Incorrect. While Francene’s study load may increase and/or she may also work more hours for income, it is important to get enough sleep in order to avoid health risks, loss of focus, and fatigue.)
- Sharing notes through shared documents in each of her classes (Incorrect. While this may be a helpful study strategy for some students, it may hinder others by providing an excuse to miss class, avoid thinking critically, or may be forbidden by some instructors. Developing good study habits that work for Francene will be important, but relying on only one shared method could be harmful.)
- Scheduled time for stress management (Correct! Stress management is different for every person but finding a strategy and making time for it daily will help Francene deal with the stresses and pressures that can impact her physically and mentally in college.)
A: Scheduled time for stress management

Q: Katherine commutes to school where she sits in class from work, where she sits at a desk. Her days are packed, but full of driving and sitting. As a result, she leads a sedentary life which causes her to tire easily, get sick more and miss important meetings and classes. What is the best way for Katherine to better prepare physically and mentally for her classes?
- Cut back her work hours (Incorrect. While decreasing her other responsibilities and increasing her free time may have positive impacts, the loss of income would likely increase her stress and may be financially impossible.)
- Take only online classes (While this may cut down on Katherine’s driving time, she will still be sedentary during classes and may lose some of the benefits of in person classes.)
- Wake up earlier and hit the gym for an hour every day (Incorrect. Since we are unsure of Katherine’s sleep schedule, she may not have an hour of sleep to lose. Since she is not already exercising regularly, this plan may be too ambitious for her and she could get discouraged. While some people are able to exercise more, the CDC suggests that people aim for at least 150 minutes of exercise each week.)
- Go for a brisk 30 minute walk 5 days a week (Correct! Making time for exercise during her day can lead to more energy throughout the day and can reduce the number of times Katherine has to miss meetings and classes because she is sick.)
A: Go for a brisk 30 minute walk 5 days a week

Q: Peter is creating his weekly schedule. Which of the following should he start his schedule with?
- His social engagements (Incorrect. While it is important to leave plenty of time in his schedule for social engagements, attendance and timing of social engagements is somewhat flexible. Therefore, Peter’s schedule should not be based on his social engagements.)
- His gym time (Incorrect. Maintaining a regular exercise schedule is important for Peter’s health and wellness, but gym time can be rearranged and scheduled around other, less flexible commitments.)
- His study time (Incorrect. Peter should absolutely schedule his study time, however, since he can study independently, his study time is flexible. He should base his schedule on fixed time commitments.)
- His class meetings and work schedule (Correct! When creating a study schedule, students should begin with any fixed time commitments that don’t allow any flexibility such as class meetings, work hours, appointments, etc.)
A: His class meetings and work schedule

Q: Lisa is deciding how much time she should devote to independent learning: studying and working on class assignments outside of class meetings. Which of the following factors should impact the standard class time to study time ratio?[c]
- Her class is 18 weeks long. (Incorrect. The standard class time to study ratio of 1:2 or 1:3 is based on a semester-long class, which is 16-18 weeks long.)
- It is her first semester in college. (Incorrect. The standard class time to study ratio of 1:2 or 1:3 sets a healthy expectation for Lisa as an entering college freshman.)
- She already knows the class subject well. (Incorrect. The standard class time to study ratio of 1:2 or 1:3 is useful to attain the level of knowledge described in the learning objectives and complete assignments. Lisa can use that time to learn the subject on a deeper, more critical level.)
- She is taking a rigorous class in a challenging subject. (Correct! A class in a difficult subject or one that has rigorous assignments and expectations will likely require more than the 1-2 hours outside of class per classroom hour.)
A: She is taking a rigorous class in a challenging subject.

Q: Carol is planning her study time for the semester. Which factor is helpful for Carol to determine when she should schedule her study time?
- She has an active social life (Incorrect. While Carol will want to ensure that she leaves time in her schedule for socializing, her social life is and can be flexible. Therefore, it should not influence the time when she studies best.)
- She needs to feel inspired in order to begin working on assignments (Incorrect. This is a common cause of procrastination. The best way to begin and work on assignments is to be consistent. By training her brain to think about the same subject at the same times each week, she will find that she builds the ability to spark creativity when she needs it.)
- She is taking a class that she dreads this semester. (Incorrect. Whether she dreads or enjoys a class, she should schedule her study time when she is most active, consistent, and when the resources she needs are available to her.)
- She studies best in the library (Correct! By identifying the resources she’ll need to study, in this case, the library, she knows that she will need to study when the library is open.)
A: She studies best in the library

Q: Sammie is a very driven and disciplined independent learner. He feels like attending class is redundant since he has already studied and feels confident that he knows the material. Which reason below should Sammie consider when deciding whether to attend class?
- Sammie has done well on the previous quizzes. (Incorrect. Although he has done well on the quizzes, Sammie may be asked to write an essay or given an assignment in which he will be required to demonstrate a higher level of understanding and perspective on a class concept.)
- He can be counted as present by attending class while working on assignments or reading for a different class. (Incorrect. Attendance and participation grades usually require participating in class discussion and activities, not simply being present when attendance is taken.)
- If he doesn’t attend class, he will fail. (Incorrect. Although participation is usually a part of one’s overall grade, it is rare that the participation grade, alone, will count for 40% of the overall grade.)
- Class discussions can increase his learning by providing different perspectives. (Correct! Sammie’s understanding is limited through his own perspective when learning independently. By listening to the perspectives and experiences of others in relation to class concepts, he will expand his understanding of the material.)
A: Class discussions can increase his learning by providing different perspectives.

Q: Zach studies and learns well on his own, so he does not attend class very much. He feels like he understands the concepts in his Political Science class well through the reading and has gotten good grades on assignments. He just took his midterm exam, though, and has done very poorly. What reason is likely the cause of Zach’s poor grade on the midterm?
- The instructor graded him more harshly since he did not attend class. (Incorrect. Since Zach achieved good grades on assignments in the class, it is unlikely that the instructor is grading him more harshly than anyone else. Not to mention, instructors grade as objectively as possible to prevent bias for or against students.)
- The exam was a very different format from the other assignments in the class. (Incorrect. Since most exams are often different formats and include more concepts than individual assignments, unless all other students had similar results, it is not the reason that Zach would not do well on his exam.)
- Zach’s participation grade was part of the exam grade. (Incorrect. A participation grade evaluated participation in class discussion and activities. As such, it is a separate grade in the overall class than that of an exam, which is done independently.)
- He did not fully understand or spend enough time applying the concepts in the way that they were tested on the exam. (Correct! Since Zach did not attend class sessions, he missed out on in-depth discussions and explanations of the most challenging or key concepts covered in the textbook, most likely even a review and practice questions that were likely to be on the test.)
A: He did not fully understand or spend enough time applying the concepts in the way that they were tested on the exam.

Q: Beth is having trouble grasping the grammar concepts in her German language class. She knows that she will be asked to speak and answer questions based on these concepts during class and does not want to be embarrassed when she cannot answer. Which option listed below is the best option for Beth?
- She should attend class, but let the instructor know that she has a sore throat and would prefer to just take notes and not speak during class. (Incorrect. Although Beth will get credit for attending class, unless another student asks the questions that Beth has, she will not get clarity. It is important for Beth’s instructor to be aware of any concepts she’s struggling with in order to provide support.)
- She should make an appointment with a tutor instead of attending class. (Incorrect. Tutors can be valuable supplemental ways of learning class material, but other students may have similar questions and Beth can learn from class discussion as well as by asking the instructor herself. Further by missing class, Beth may miss important concepts and topics.)
- She should volunteer early when she knows an answer in class in hopes of avoiding the questions that she cannot answer. (Incorrect. If the instructor does not know what Beth is struggling with, then they cannot provide any support or help.)
- She should attend class to ask questions and gain clarity from the instructor. (Correct! Instructors can provide extra insight and perspective. Going to class will give Beth the chance to ask questions and help her instructor gain awareness of what she is struggling with in order to provide help or support.)
A: She should attend class to ask questions and gain clarity from the instructor.

Q: Alex has a family emergency and will need to miss class. Which of the following steps will help keep Alex from falling behind in class?
- He should email the dean to make sure all his class instructors are notified. (Incorrect. The dean is not the appropriate first step in this situation. Alex is expected to communicate with his instructors personally.)
- He should wait to see how long he will need to be away before planning to communicate with his instructor or dean. (Incorrect. While Alex may be unsure of how much class he will need to miss, he should alert his instructors as soon as possible so they are aware of his situation and can make any necessary accommodations to keep Alex up to date.)
- He should withdraw or ask for an incomplete in the class. (Incorrect. While long-term hardships may lead to needing to withdraw or take an incomplete, Alex is only missing a class for now.)
- He should email the professor as soon as possible to get any assignments or handouts he might otherwise miss. (Correct! By letting his professor know as soon as possible, the professor can provide support, materials, and/or extensions to Alex if necessary.)
A: He should email the professor as soon as possible to get any assignments or handouts he might otherwise miss.

Q: Hans has missed a class due to a scheduling conflict at work. Which of the following is a useful strategy to obtain content from the class he missed?
- He should email his instructor asking what he missed. (Incorrect. Instructors care about their students and should be kept in the loop regarding any issues or struggles one may be having, as well as to ask for clarity or advice. However, Hans would quickly find out that they have many students and do not have the time to review an entire class for a single student.)
- He should do the reading for the class that he missed. (Incorrect. While he should do the reading that would prepare him for the class he missed, he will also need to prepare for his class upon return by completing any assignments and readings that are due the following class.)
- He should not worry about what he missed but come to the next class meeting and ask questions if he doesn’t understand something. (Incorrect. Hans should definitely go to the next class meeting as well as ask questions when he doesn’t understand. However, he should prepare by reading and completing all work from the day he missed and that is due upon return. Otherwise, the instructor and his classmates will likely feel that he is unprepared and taking valuable class time to learn what has already been discussed in the last class.)
- He should ask a classmate to borrow any class notes as well as about any announcements or assignments made during class. (Correct! His classmates are a very helpful support resource. In fact, many students network and exchange phone numbers with each other so they can text one another if they miss a class.)
A: He should ask a classmate to borrow any class notes as well as about any announcements or assignments made during class.

Q: After a quick weekend trip, Thomas’s flight back to school has been cancelled due to weather. He does not have any of his books with him to do his readings and assignments. What should Thomas do to make sure he doesn’t fall behind?
- Withdraw or take an incomplete from the classes he will miss. (Incorrect. While long-term hardships may lead to needing to withdraw or take an incomplete, Thomas’s situation does not call for such a drastic response.)
- Email a classmate to see if they will let the instructor know his situation. (Incorrect. Having a classmate inform the instructor of his situation will not help Thomas stay current in his class. Further, the classmate may or may not remember to inform the instructor.)
- Email his instructors to tell them that he cannot complete the readings or assignments because he is stranded without his book. (Incorrect. Instead of declaring that he cannot complete his readings or assignments, he should plan for what he can accomplish, and who he can ask for help and resources.)
- Email his instructors to inform them of the situation, look for online versions of his reading assignments, and complete what he can of his homework. (Correct. By emailing his instructors, Thomas may receive additional support or have materials and handouts emailed to him. Further, his instructors will be more willing to grant an extension on any assignments if Thomas is unable to get the resources he needs in time.)
A: Email his instructors to inform them of the situation, look for online versions of his reading assignments, and complete what he can of his homework.

Q: Jessie is attending his online class. Even though he knows he should be paying attention, he often opens other windows on his computer and scrolls through email or social media during class. What strategy can help Jessie become a better listener?
- Wear headphones (Incorrect. While wearing headphones can eliminate auditory distractions, Jessie’s distractions are not auditory.)
- He can nod his head more and smile during class meetings (Incorrect. While nonverbal acknowledgements are signs to the speaker that you are paying attention, Jessie can still perform those actions without actually listening. In fact, he can still scroll through social media while smiling and nodding.)
- Place a sticky note on his monitor with the word “Listen” (Incorrect. While sticky notes are often helpful reminders for “to do” lists, Jessie already knows he should be paying attention. He needs something to help concentrate on the task of listening.)
- Take notes during class meetings (Correct! By taking notes, he is more likely to focus on what is being said and he is actively concentrating on restating, identifying questions, key concepts, and organization.)
A: Take notes during class meetings

Q: Marcel completed her reading assignment and feels like she already knows about the concepts that the instructor is explaining. How can she stay focused and actively listen?
- She should only write down new information (Incorrect. By not taking notes, she is not actively organizing, focusing on key concepts, or restating ideas. Without keeping her mind active, her mind will likely drift.)
- She should focus on the way her instructor is speaking (Incorrect. While context is important while listening, the purpose of listening during class is to retain content. Therefore, Marcel should be paying attention to the content of the lecture.)
- She should pinch herself to stay alert (Incorrect. Sometimes physical responses can help us to stay awake, but they don’t work to focus on listening. Since Marcel is not tired, this technique will likely not help her actively listen.)
- She should ask questions internally about what is being said (Correct! By asking questions about what her instructor is explaining, she can move beyond the “what” of a concept by remaining curious about “why” or “how”.)
A: She should ask questions internally about what is being said

Q: Johanna speaks up often during class. She responds to her instructor’s questions, but does not acknowledge questions posed by other students and sometimes repeats the same thing another student has already said. What can Johanna do to participate more effectively in class?
- Prepare her questions and comments before class (Incorrect. Johanna already speaks in class often. What she lacks is the ability and drive to respond to and learn from her fellow students. By preparing comments and questions beforehand, she is not learning to adapt, listen, and learn from others.)
- Speak to the professor before and/or after class (Incorrect. Johanna already speaks in class often. What she lacks is the ability and drive to respond to and learn from her fellow students. Therefore, spending more time speaking with her professor will not help her to participate more effectively)
- Give her opinion more often during discussion (Incorrect. Johanna already speaks in class often. What she lacks is the ability and drive to respond to and learn from her fellow students.)
- Meet with a study group to discuss ideas before class (Correct. It seems like Johanna is not a team player when it comes to learning. She is missing valuable contributions from other students and not demonstrating teamwork by discussing ideas brought in by her classmates. By meeting with a study group beforehand, she can practice the skills needed to adapt and learn in different situations.)
A: Meet with a study group to discuss ideas before class

Q: Annie has trouble taking notes during class. She often misses the big picture, and because of this, cannot keep up with what her instructor says. What note taking strategy will help Annie to take better notes in class?
- Use the outline method during lecture (Incorrect. Although the outline method is an effective note taking method, Annie seems to be missing the big picture and concepts of the lecture. Therefore, she will not be able to track the major concepts necessary to create the outline.)
- Use the Cornell system (Incorrect. Cornell notes are an excellent note taking method, but understanding the big picture and major concepts are necessary in order to successfully take Cornell notes. Since Annie struggles with the big picture, the Cornell system will not help her.)
- Review her notes after class (Incorrect. All students should review their notes after class for retention, organization, and application. However, Annie struggles with understanding the big picture during the lecture which means that she does not take effective notes. Reviewing them after class will not help her take better notes.)
- Read the syllabus and assigned reading before class (Correct! Since Annie has trouble seeing the big picture, she can best prepare herself for taking notes by preparing for class by reading the information assigned before the lecture. It will help her to know what the lecture will be about and see important connections between the reading and lecture.)
A: Read the syllabus and assigned reading before class

Q: During class, Justine easily identifies the central idea and key concepts but struggles to understand how some examples and explanations fit with those concepts. She doesn’t want to leave important details out of her notes but does not know how to organize them. What note taking strategy can help Justine?
- Read the syllabus and assigned reading before class (Incorrect. If Justine were having trouble identifying key concepts and main ideas, she would need to ensure she comes to class prepared. However, since that is not Justine’s challenge, she will need to employ a different strategy.)
- Write down what is said at the beginning and end of the lecture (Incorrect. While this strategy is helpful to remind students to arrive early to class and avoid packing up before the end of a lecture, Justine needs a strategy that will help her take better notes during the whole lecture.)
- Use the outline method (Incorrect. Since Justine is unsure of how to assign the examples and explanations given in lecture, she will likely get stuck trying to take outline notes, which helps students to separate main ideas from supporting details, showing how one topic relates to another.)
- Use a mind map to take notes (Correct! Mind mapping begins with the central idea, which Justine is confident in. This method allows for note takers to recall everything as the lecture is happening without as much emphasis on organization at the time. Reorganization can be done after class upon review.)
A: Use a mind map to take notes

Q: Jackson believes that he takes good notes during class. When he reviews and studies his notes, he easily remembers the content but is unable to really understand the concepts. What note taking strategy can help Jackson take better notes that will help him during review and study?
- Stay organized (Incorrect. Jackson is able to organize his notes since he is able to retain the information. His problem is that he either never understood the content or did not take notes that would help him remember the meaning of the concepts.)
- Review his notes (Incorrect. Jackson already reviews his notes, however his notes do not help him to remember the meaning of concepts.)
- Use shorthand (Using shorthand is helpful if a student is unable to keep up with the pace of a lecture. This does not seem to be Jackson’s problem.)
- Use the Cornell system (Correct! The Cornell note taking method uses columns to not only record content, but to write questions associated with that content while taking notes, and another column to summarize the lecture. It is a system meant to improve how students review and study their notes.)
A: Use the Cornell system

Q: In Marion’s economics seminar, the class is arranged in a circle facing each other rather than each student facing the front of the classroom. During class, the instructor often provides prompts and discussion questions in which every student is expected to engage. What teaching style does Marion’s economics instructor use?
- Delegator style (Incorrect. Although students are actively involved in the learning process, in Marion’s class, discussions are instructor led rather than student led.)
- Authority style (Incorrect. When using an authority style, students face the instructor at the front of the class and are expected to listen and take notes while the instructor lectures. In Marion’s class, students are facing each other and expected to actively engage.)
- Hybrid style. (Hybrid style uses a combination of styles including lecture, discussion, and activity. While there is plenty of discussion in Marion’s class, it is not representative of multiple styles.)
- Facilitator style (Correct! Marion’s instructor relies heavily on class discussion, asking students to participate a lot while they provide prompts and guiding questions.)
A: Facilitator style

Q: Damon heard that his logic professor has a delegator teaching style. What should Damon expect his role as a student will be in the class?
- To actively take notes as his professor explains concepts and answers questions (Incorrect. This student behavior is expected in instructor-led learning such as the authority and demonstrator type styles.)
- To switch modes often in class between listening and taking notes, having a discussion, and doing an activity (Incorrect. This type of student learning is expected in a hybrid teaching style, where a combination of teaching styles is utilized.)
- To come to class prepared to answer prompts and guided questions given by his professor. (Incorrect. This type of student learning is expected in the facilitator teaching style, where the instructor facilitates discussion and learning in a student-focused learning environment.)
- He will actively engage in student-led learning through projects and presentations (Correct! Delegator teaching style focuses on student-led learning with the instructor role serving to clarify when necessary.)
A: He will actively engage in student-led learning through projects and presentations

Q: Dr. Jefferson has a large and diverse class that meets for 2 hours two days a week. What is the teaching style that will most likely help her appeal to all of her students?
- Facilitator style (Incorrect. While the facilitator teaching style is student-focused, not all students prefer to speak up during class, or may learn better through activities. Therefore, the facilitator style is not likely to help her appeal to all of her students.)
- Demonstrator style (Incorrect. While the demonstrator style offers the ability to listen, observe, and take notes, it does not provide the opportunity for students to lead discussions, apply concepts using activities, or guide the learning. Therefore, the demonstrator style is not likely to help her appeal to all of her students.)
- Delegator style (Incorrect. While the delegator style is student-focused, it is also student-led. Many students do not like the pressure of leading a class in discussion or presentation. They may also feel uneasy without instructor-led learning. Therefore, the delegator style is not likely to help her appeal to all of her students.)
- Hybrid style (Correct! Since the hybrid teaching style uses a combination of teaching styles, she can potentially appeal to all students. She will, however, do well to help her students adjust between the shifts in format or activities.)
A: Hybrid style

Q: Edwin learns best by observing and reflecting. Most of his classes involve some sort of discussion, but Edwin feels pressure to speak rather than observe and reflect during those discussions. What strategy can Edwin employ to help him better engage in active learning?
- Present mini-lessons to a study group (Incorrect. While student-led teaching is a great way to engage in active learning, since Edwin learns best by observing and reflecting, student-led teaching may not be the best strategy to help him to actively learn.)
- Talk to his classmates after class about the concepts (Incorrect. Since Edwin is already given the opportunity to engage in class discussions about the topics, he does not need to add more class discussion in order to actively learn.)
- Ask the teacher to assign activities instead of discussion (Incorrect. While experiential learning is a great way for some students to learn, Edwin may not be able to change the class structure and activities may not help him to better actively learn due to his need for observation and reflection.)
- Write reaction papers (Correct! Reaction papers can help students review or reflect on what they just learned in order to better understand the material or bring forth connections and questions they may have upon reflection. Edwin can either write reaction papers about the reading before class or after class about the discussions in which he was involved.)
A: Write reaction papers

Q: After a peer observed his class, Dr. Hastings was advised to add more active learning opportunities. What is an active learning strategy that Dr. Hastings can add to his instruction?
- Pop quizzes (Incorrect. It may take time for students to learn and engage with a topic or concept. Further, simply asking if they recall or understand a topic does not help them to enhance their learning by considering the topic in depth.)
- Asking call and response questions (Incorrect. While this strategy may keep students awake, call and response does not invite thoughtful discussion. Therefore, it does not help them to engage with the topics or learning in a more enhanced and thoughtful way.)
- Use more visual aids in his lectures (Incorrect. While some students prefer combined audio, visual, and kinesthetic forms of instruction, active learning requires that students engage in activities that call for a deeper exploration and understanding of a topic. Therefore, visual aids will not enhance active learning)
- A group project to present and teach a topic to the class (Correct! Even though many students complain about group work, a group project in which the group must teach the class a given topic is an excellent way to encourage active learning through the discussions they will have as a group about the topic as well as teaching others.)
A: A group project to present and teach a topic to the class

Q: In Stacy’s sociology class, students are often grouped into pairs of 2 or 3 to discuss prompts about a topic or theory. What type of active learning strategy is this?
- It is not an active learning activity (Incorrect. Engaging in discussion, either by prompts or guided questions, is a strategy to engage active learning since learners participate in their learning by voicing their thoughts about a topic and listening to other perspectives.)
- Student-led teaching (Incorrect. Although students are discussing a topic or theory together, they are not actually teaching the class about the topic. Therefore, it is not student-led teaching.)
- Writing assignment (Incorrect. Writing assignments generally ask students to internally consider their reactions or thoughts about a topic and put it on paper for the instructor. Since the students are not asked to write their thoughts down and are instead sharing them with each other, it is not a writing assignment.)
- Class discussion (Correct! Class discussions can be either open to all students or done in smaller groups or pairs. They engage active learning by asking students to discuss a topic or concept more in depth by featuring different voices and perspectives.)
A: Class discussion

Q: During class discussions, Malik does not often have much to say. Although he reads all of his assignments on time, his instructor asked him to engage more actively with the text as he reads. What strategy can Malik use to actively learn while completing his assigned reading?
- Record himself reading aloud (Incorrect. Actively learning means engaging with the text or concept. Simply reading aloud or listening to a recording, while it may shift modalities of consumption, does not change how Malik engages with the text.)
- Read at a slower pace (Incorrect. While reading too quickly may inhibit how well Malik retains or considers the text, nothing in the example suggests that Malik is reading too quickly. Simply slowing down does not necessarily lead to active learning.)
- Read pages out of order (Incorrect. Out of order can sometimes help during the editing process for proofreading, but often reading out of order makes concepts and thoughts difficult to follow. It serves no critical purpose to enhance learning and understanding.)
- Consider how the author accomplishes his or her purpose (Correct! By critically analyzing the text, Malik is enhancing how he consumes the information and actively engaging in the material.)
A: Consider how the author accomplishes his or her purpose

Q: Cherrise’s class meets once a week, so it is important that she’s able to engage in active learning outside of the classroom. What strategy can help her actively learn outside of class?
- Watch the movie versions of the novels she must read in her English literature class. (Incorrect. While watching the movie version may help Cherrise to envision the plot and characters, movies do not always include themes or concepts included in a novel. Further, watching a movie is a passive activity.)
- Ask her professor to give her extra assignments (Incorrect. The assignments that her professor assigns may not be suited for active learning, but simple recall. Cherrise will need to design her own active learning strategy that will work best for her.)
- Read the sources in the bibliographies of her assigned reading. (Incorrect. While reading more sources may provide additional perspectives or information to her assigned reading, Cherrise should find ways to engage with the text that she is already reading before reading additional texts.)
- Create brief summaries of the texts she reads for class (Correct! Annotations are a great way to “digest” and evaluate texts.)
A: Create brief summaries of the texts she reads for class

Q: Nikola’s instructor advised that he make connections to concepts within a text as well as to previously discussed ideas in order to engage in active learning. What strategy can help Nikola connect ideas while reading?
- Consider the author’s audience (Incorrect. While this strategy will help Nikola to think critically about a text, it does not necessarily lead to connecting the ideas within or to other concepts beyond the text.)
- Underline significant ideas as he reads (Incorrect. While this strategy will help Nikola identify significant ideas, it does require Nikola to connect those significant ideas.)
- Consider the tools the author uses (Incorrect. This strategy is helpful to help Nikola think critically about a text, but it does not necessarily lead to connecting the ideas within or to other concepts beyond the text.)
- Create a mind map (Correct! Mind maps are excellent tools to identify main concepts as well as connect those concepts to other ideas)
A: Create a mind map