Title: Learning Styles and Strategies
Course: Question Banks

Q: Which of the following is the stage in the learning process when you can successfully complete a task almost without even thinking about it?
- conscious incompetence
- unconscious incompetence
- unconscious competence
A: unconscious competence

Q: If you are curious about playing the guitar, and go as far to sign up for a class next semester, you are probably in the ________ stage of the learning process.
- conscious competence
- unconscious competence
- unconscious incompetence
A: unconscious incompetence

Q: After your first day of guitar class, you walk away dejectedly feeling like you’ll never, ever learn to play an Taylor Swift song. You are probably in the ________ stage of the learning process.
- conscious competence
- unconscious competence
- conscious incompetence
A: conscious incompetence

Q: After several months of reading and staring at the night sky, you impress yourself with your ability to find the major constellations. You are probably in the stage ________ of the learning process.
- conscious incompetence
- unconscious competence
- conscious competence
A: conscious competence

Q: Learning styles, or modalities, are commonly identified as
- virtual, auditory, and tangible
- textual, repetitive, and kinematic
- visual, auditory, and kinesthetic
A: visual, auditory, and kinesthetic

Q: The learning styles, or learning modalities, identified by Walter Burke Barbe are
- virtual, automatic, and kinematic.
- textual, repetitive, and tangible.
- visual, auditory, and kinesthetic.
A: visual, auditory, and kinesthetic.

Q: Looking at pictures and bodies in your anatomy class in an example of which type of learning?
- kinesthetic
- auditory
- visual
A: visual

Q: Neil Fleming expanded on Barbe’s original learning modalities by adding a fourth modality, ________.
- tactile learning
- emotional learning
- read/write learning
A: read/write learning

Q: While learning modalities are good references to consider how you learn best, research shows that regardless of learning preference, students are most likely to remember the content that they
- read.
- visualize and hear.
- say and do.
A: say and do.

Q: Combining visual, auditory, and kinesthetic learning styles to participate in an activity is known as
- kinesthetic learning.
- composite learning.
- multimodal learning.
A: multimodal learning.

Q: According to the Centers for Disease Control and Prevention (CDC), college-age students should get at least ________ hours of exercise each week.
- four
- six
- two and a half
A: two and a half

Q: Which is the main reason that a majority of students cited for seeking counseling services at their school?
- roommate issues
- depression
- anxiety
A: anxiety

Q: Which of the following is the most useful strategy for effective sleep?
- Watch the television before bed.
- Have a snack before bed.
- Read before bed.
A: Read before bed.

Q: Which of the following are recommended ways to prepare both physically and mentally for class?
- Exercise immediately before and after class to help retain information.
- Eat a balanced diet, talk to guidance counselors, and avoid reading close to bedtime.
- Eat healthy, get enough sleep, exercise, and manage stress.
A: Eat healthy, get enough sleep, exercise, and manage stress.

Q: For everyone 1-hour class session, you’re generally expected to spend ________ of time on homework and study outside of class.
- 0-1 hours
- 4-5 hours
- 2-3 hours
A: 2-3 hours

Q: Which of the following activities should be factored into a schedule organizer first?
- club meetings
- coffee date with friends
- class sessions
A: class sessions

Q: For your 3-credit hour biology class, roughly how many hours should you spend outside of class each week preparing for it?
- 1-3 hours
- 3-6 hours
- 6-9 hours
A: 6-9 hours

Q: Martha is feeling a little bit tired and doesn’t want to go to Biology class today. Which of the following would be the best reminder to give Martha right now?
- If you don’t attend class, your instructor will be less likely to help you during her office hours.
- Resting up will be more valuable than attending class because most of the work is done outside of class.
- If you don’t attend class, you miss out on the lab, the explanation, and review for the upcoming exam.
A: If you don’t attend class, you miss out on the lab, the explanation, and review for the upcoming exam.

Q: Tyler almost skipped class but decided that the ________ of missing class was too high.
- missed value
- withholding cost
- opportunity cost
A: opportunity cost

Q: If you pay roughly $4,000 dollars per term for tuition and take a 15-hour credit load, you can figure out how much you pay for each class session by
- dividing $4000 by the number of times all of your classes meet, then multiplying that number by 15.
- multiplying 15 by the number of times all your classes meet, then dividing that number by $4000.
- dividing $4000 by 15 to figure out the per-credit cost, then dividing that number by the number of times a particular course meets during the term.
A: dividing $4000 by 15 to figure out the per-credit cost, then dividing that number by the number of times a particular course meets during the term.

Q: The forecast says it’ll be snowing tomorrow, and Joe is thrilled that his campus already decided to close school for the day. What should Joe know about snow days?
- Instructors will skip that day of content and assignments.
- He can push back his work until the day that school resumes.
- He will be responsible for all the work due on those days when school reopens.
A: He will be responsible for all the work due on those days when school reopens.

Q: Which of the following steps should you take if you need to miss class?
- call the instructor before and after the missed class, do the reading assignments and homework
- turn in your assignments beforehand, talk to fellow students, get in touch with your academic adviser
- plan in advance, talk to classmates, do the reading assignments and homework
A: plan in advance, talk to classmates, do the reading assignments and homework

Q: Chloe attends class but feels like she forgets everything the moment she walks out of the lecture hall. What advice would you give her?
- Focus on writing down the details of what your professor says, and don’t let your mind wander.
- Show empathy for the professor, write a series of questions before class begins, and write lectures down verbatim.
- Focus on the professor, paraphrase the professor’s ideas in your written notes, and restate the things you hear.
A: Focus on the professor, paraphrase the professor’s ideas in your written notes, and restate the things you hear.

Q: All of the following are effective participation strategies EXCEPT
- being a team player
- sharing meaningful questions and comments
- focusing on quantity over quality
A: focusing on quantity over quality

Q: Which of the following demonstrates effective class participation?
- Steve responds with “I completely agree” each time the instructor pauses.
- Tracie nods when classmates speak in order to avoid appearing bored.
- Mike pauses to prepare before forming a question that he thinks will lead to further class discussion.
A: Mike pauses to prepare before forming a question that he thinks will lead to further class discussion.

Q: Which of the following is a note-taking strategy of chunking material by how it relates to core concepts?
- organization
- using visual cues
- grouping
A: grouping

Q: Grouping is a note-taking strategy that has you
- highlight, underline, or draw arrows or exclamation points next to any main or difficult concepts.
- keep your notes and handouts separate for each class.
- chunk material that is connected to core concepts.
A: chunk material that is connected to core concepts.

Q: Highlighting, underlining, or drawing arrows on your notes is an example of using ________ in note-taking.
- grouping
- note organization
- visual cues
A: visual cues

Q: Research on effective note-taking indicates that students are ________ more likely to remember key information if it’s present in their notes.
- 5%
- 16%
- 34%
A: 34%

Q: Mariah’s instructor asks her students to sit in a circle and discuss the assigned readings while she offers thought-provoking questions to keep the conversation going as needed. What kind of teaching style does this demonstrate?
- authority
- demonstrator
- facilitator
A: facilitator

Q: Which scenario is the best example of the delegator teaching style?
- Professor King relies heavily on informal class discussion.
- Professor Grubaugh prefers to lecture during the entire class period.
- Professor Allen assigns student-run projects and frequent in-class presentations.
A: Professor Allen assigns student-run projects and frequent in-class presentations.

Q: What is the difference between an instructor who teaches using the authority style and an instructor who teaches using the demonstrator style?
- The authority-style instructor uses visual aides and instruction while the demonstrator-style instructor relies heavily on class discussion.
- The authority-style instructor uses lecture-based instruction while the demonstrator-style instructor relies heavily on in-class participation.
- The authority-style instructor lectures while the demonstrator-style instructor lectures and uses visual aids.
A: The authority-style instructor lectures while the demonstrator-style instructor lectures and uses visual aids.

Q: An instructor who teaches using the authority style mostly lectures or writes information during class, while an instructor who teaches using the demonstrator style
- relies heavily on class discussion.
- relies heavily on in-class participation.
- lectures and uses visual aids.
A: lectures and uses visual aids.

Q: Which of the following is the most effective strategy to prepare for a test?
- Try to remember as much detail from the textbook and lectures as possible.
- Find out what students who’ve taken similar courses with other instructors found to be important.
- Use key terms and summaries to check your understanding of main ideas.
A: Use key terms and summaries to check your understanding of main ideas.

Q: Which of the following is an effective strategy for preparing for an exam?
- Rereading all of the assigned chapters leading up to the exam.
- Being confident in the ability to memorize everything without studying.
- Listening for words or phrases the instructor repeats during lectures.
A: Listening for words or phrases the instructor repeats during lectures.

Q: When studying to remember things, it’s best to think about ________ rather than facts.
- textbook summaries
- notecards
- concepts
A: concepts

Q: In order to strengthen long-term memory, students should study course material ________ and for shorter blocks of time.
- less frequently
- more rigorously
- more frequently
A: more frequently

Q: Just one day after computer programming class, Suzanne was surprised to find that, like most people, she forgot roughly ________ of what she learned in that class session.
- 20%
- 30%
- 80%
A: 80%

Q: Which of the following is an example of a popular mnemonic device?
- Cal If. Ornia
- Abbr.
- Roy G. Biv
A: Roy G. Biv

Q: Karina feels like she forgets things too easily and has made a goal of improving her memory. Which of the following is the best advice you could give her?
- Avoid reviewing information just before you go to sleep.
- Isolate new concepts from things you already know to avoid confusion.
- Utilize visual aids like notecards and concept maps.
A: Utilize visual aids like notecards and concept maps.

Q: Which of the following is recommended advice for improving memory?
- Focus only on printed words while trying to memorize.
- Try to forget the things you learned previously before tackling a new memory task.
- Get quality sleep.
A: Get quality sleep.

Q: Which of the following is an example of active learning?
- chapter reading assignments
- lectures given by a professor
- online discussion boards
A: online discussion boards

Q: Active learning involves ________ as a student.
- attentive listening
- taking detailed notes
- doing something
A: doing something

Q: Isabella needs to create a mini-presentation with her group for an advertising campaign project in her marketing class. What type of learning is she doing?
- discussion based learning
- 3 passive learning
- active learning
A: active learning

Q: Eliza keeps a reaction journal for her history class. What type of learning is she doing?
- discussion based learning
- reflective learning
- active learning
A: active learning

Q: You are more likely to remember
- the content you hear in the last ten minutes of class.
- the content you hear in the middle of class.
- the content you hear in the first ten minutes of class.
A: the content you hear in the first ten minutes of class.

Q: Penelope wants to remember more of what she hears during her physical science lecture but struggles to pay attention the entire time. Which of the following techniques is recommended to help her get more out of her individual study time?
- write down what the professor says, word-for-word
- record the lecture
- create mind maps
A: create mind maps

Q: While reading an article about pollution in the 21st century, you open your notebook and draw a circle in the center of the page with arrows and other circles to concepts such as technological waste, nuclear waste, and water pollution. This would be an example of
- annotated text.
- a concept tree.
- a mind map.
A: a mind map.