Digital notes and stuff

They… Grimaced. Shrugged. Frowned. Scrunched their nose. Yawned. Fiddled with a loose thread on their sleeve. Ran a hand through their hair. Worried/bit/licked their lips. Hummed. Replied with a rather rude hand gesture. Picked at a hangnail. Gingerly grazed a finger down the length of so-and-so's arm, avoiding their gaze like it would burn. Farted. Kicked a stone. Twirled a lock of hair. Twirled somebody else's lock of hair. Twirled a lock of hair on the disembodied head they'd just plopped onto the dinner table. Stuffed their hands into their pockets. Stuffed their hands into the open cavity at the neck of this dang disembodied head on the table. Feigned interest in their phone. Flipped a page. Flipped the table. Flipped the script and escaped the pages. I repeat, the character has escaped and is in the real world. God have mercy on us all. Pissed themselves.

Their… Shoulders sagged. Brows knit/furrowed. Muscles tensed, tightening and locking up like a key twisting in a rusty lock. (Did you just repeat lock twice in the same sentence? Ew). Muscles relaxed, tension spilling from their skin and pooling like blood at their feet. Stomach dropped. Heart beat slower and slower until it ceased to beat at all, which, frankly, is going to be an issue if they hoped to carry on this conversation. Heart beat faster and faster and faster and faster and faster and wouldn't slow down, aw, shit, please, just slow the fuck down…

And lastly: nothing! Don't write anything. Don't say the character does anything. Not blinking, not sighing, not grimacing, or shrugging. Frankly, you'd be surprised at how little of these small reactions you really do need to write. Allow your readers' imagination to fill in the gaps. Isn't that also part of the fun of reading?

You’ve probably heard before that people take in new knowledge more effectively through different mediums. In other words, people have different learning styles.

The most common classification of ‘learning styles’ is the VARK method, which stands for Visual, Auditory, Reading, and Kinesthetic. It classifies people based on how they prefer to learn new material.

Instructors use these classifications to help their students understand new material. Students rely on them to identify their learning needs and find more efficient ways to study.

I often receive questions along the lines of ‘how can a [insert learning type here] learner study for [insert subject here]?’ or ‘what study methods work best for [insert learning type here]?’ Although I understand where you’re coming from, there are some problems with pegging yourself to a certain learning style.

Why You Shouldn’t Rely on Learning Styles

There’s No Scientific Evidence

Firstly, there’s no scientific evidence supporting the theory of learning styles. Teachers who adapt their lesson material to different learning styles don’t see an improvement in performance from their students. Students who believe they fit a particular learning style don’t do better in tasks associated with that learning style compared to their peers who identify with a different learning style.

Learning Styles are Preferences

They don’t tell you whether you receive information better a certain way. This is one of the flaws of the VARK questionnaire - it uses phrases like you would, you learn best by, you prefer, and you like. This only tells you the things you already do and the habits you’ve already formed, not what’s best for you and yields the best results.

Plus, the fact that these questions are self-reported undermines the reliability of the results of the questionnaire. Even if you think you’re extremely self-aware and can identify a single medium through which you receive information most effectively, adhering to a single medium will result in major drawbacks, which I’ll explain later in this post.

The Theory’s Inconsistent with Neuroscience

The idea of learning styles is also inconsistent with findings in neuroscience: the brain is an interconnected organ, so when you utilize one learning method, other learning methods are activated as well. For example, when you read a certain piece of text, your brain would then find a way to visualize what you read or to sound it out in your head.

What You Should Do Instead

Use All Learning Methods

Because our brain is so interconnected, it would be best to utilize all learning methods so that you can learn the material as comprehensively as possible. This was a method my seventh-grade science teacher taught me, and it’s been more helpful than I was aware of.

For example, when studying a relationship between two variables in a graph, you should

Study the physical attributes of the graph. Remember axes, units, the general shape of the graph, and outliers. This will help you understand the general correlation or relationship between the two factors. (Visual)

Read the explanation of the graph and rewrite it in your own words, either in the form of notes or a paragraph, so long as there is logical consistency. Also, redraw the graph. (Visual, Reading)

Explain (out loud) what’s going on in the graph and the explanation/theory behind it, while only looking at the graph you redrew. Do so by walking around. (Auditory, Kinesthetic)

Focus on the Material

The most important thing when it comes to studying is to focus on the material. The way that information is best processed by your brain depends on the type of information you’re receiving much more than what learning method you prefer to use. So, you should adopt as many of the learning styles as you can, focusing on what best suits the material you’re studying.

For example, you won’t understand geometry as comprehensively if you don’t visualize the shapes. You won’t be able to speak a different language without hearing how the correct accent is supposed to sound. You won’t be able to do math without actually doing the problems - just reading through sample questions and answers isn’t very effective.