Exam Skills Task 1: Analyzing Learning Style and Revision Techniques

This assignment, completed by a student, focuses on identifying a personal learning style and outlining effective revision techniques for exam preparation. The student utilizes the Barsch learning style tool to identify themselves as a visual learner, supporting this conclusion with observations about their learning preferences. The assignment details the SQ3R learning technique and highlights three revision methods: flashcards, mind maps, and the use of tutorials, tailored to the student's visual learning style. Furthermore, the student provides a practical revision plan, including time management strategies and active revision techniques, demonstrating a comprehensive approach to exam preparation. References are also provided. This assignment is available on Desklib.

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Exam skills task 1
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Exam skills task 1
I have identified my learning style as a visual learner using the Barsch learning style tool.
I concluded that I am a visual learner as I most often learn by sight such as seeing pictures or
reading. It is evident from the fact that I remember and understand things by seeing them
(Schmeck, 2013 p. 34). I like to see what I am learning and I can picture it in my head hence I
learn best using primarily visual methods. The Barsch learning style tool also helped me to come
to that conclusion (Wissman, Rawson & Pyc, 2012 p. 571-172). Things read to me which are
rich in imagery attract me as well as colors. I understand and follow written directions better than
listening.
My specific learning technique is SQ3R. The first thing I do when reading is surveying
the chapter such as the headings and subheadings. I also survey charts, pictures, maps or graphs,
and their captions. I also read and visualize the introduction, conclusion and summary and
review questions in the topic. As I try to picture in my head I ask myself questions and write
them for consideration. I look for answers to the questions as I read and note underlined, bold or
italicized words and reduce my speed to visualize what I read. (Huber, 2014 p. 113) I close my
eyes to remember what I have read to take notes and summarize in my own words. I then review
by writing questions or taking short notes in the margins of the book. I write answers from my
mind and make flashcards for difficult questions.
I use flashcards as a revision technique. I make my flashcards when reading which I mix
words and pictures to make them more memorable. To create connections in my mind in the
sight of the flashcards I use mnemonic devices which can bring a clear image of the concept
(Wissman, Rawson & Pyc, 2012 p. 576-577). They help me break complex concepts into easily
understood questions during revision. I also use a mind map to visually organize what I read to

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ease my revision. I ensure they are rich in images and colors to boost my imagination and
remembering during revision (Heffler, 2011 p. 307). I also watch tutorials as part of revision.
They help me get a picture of what I read and they are easy to remember.
I will revise for this exam by making a timetable and sticking to it to fit in my revision
with other commitments (Schmeck, 2013 p.40). I will also set achievable targets to avoid much
content and understanding less. I will revise actively by using visual images. I will summarize
and recall what was taught as well as drawing and highlighting texts for easy remembrance. I
will use old tests and break when bored to watch or work on other commitments (Wissman,
Rawson & Pyc, 2012 p. 579).

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References
Heffler, B., 2011. Individual learning style and the learning style inventory. Educational
studies, 27(3), pp.307.
Huber, J.A., 2014. A closer look at SQ3R. Reading Improvement, 41(2), pp. 113.
Schmeck, R.R. ed., 2013. Learning strategies and learning styles. Springer Science & Business
Media, pp. 34-40.
Wissman, K.T., Rawson, K.A. and Pyc, M.A., 2012. How and when do students use
flashcards?. Memory, 20(6), pp.568-579.