What’s YOUR Learning Style? Student Academic Support Services and Inclusion (SASSI) University of Tennessee Health Science Center Adopted from Kay C. Dee & Glen A. Livesay Department of Biomedical Engineering Tulane University, New Orleans, LA USA

Example I Raw ScorePercentile_____Did Not Finish Vocabulary Comprehension Reading Rate

Example II Raw ScorePercentile___Did Not Finish Vocabulary Comprehension Reading Rate

Example III Raw ScorePercentile___Did Not Finish Vocabulary Comprehension Reading Rate

ActiveReflective Sensing Intuitive VisualVerbal SequentialGlobal Index of Learning Styles: Overview

ILS Domains ActiveReflective ActiveReflective Process information while doing something active Group work May start tasks prematurely Processes information introspectively Likes independent work May never get around to starting tasks “Let’s just try it out.” “Let’s make sure we’ve thought this through.”

Catering to YOUR Learning Style Active Reflective Practice Questions Brain Unload Note Cards Quizzes following lecture Discussion/Study Groups Talking aloud Peer Tutoring Develop Own Questions Put lecture notes in own words and/or divide into smaller sections Ask, “What did I learn or remember from lecture or lab?” Study alone and then with group or tutor

ILS Domains Sensing Intuitive Sensing Intuitive Focuses on what is seen, heard, touched, etc. Prefers concrete information: facts and data Focuses on ideas, possibilities, theories Prefers abstract information: theory and models “How does this class relate to the real world?” “All we did were plug-and- chug assignments.”

Cater to YOUR Learning Style Sensing Intuitive List topics from upcoming lecture/readings List facts related to topics Application of lecture/reading topics “Why and How will material be useful?” Preview with questions prior to lecture Identify relationships between lecture and/or reading material Use maps (concept maps) linking facts and topics “What would happen if?” FOCUS ON MEANING

ILS Domains Visual Verbal Visual Verbal Pictures Diagrams Flow charts Mapping Spoken words Written words Formulas/Numbers “Show me the systems you’re talking about.” “Explain what’s going on inside the systems.”

Cater to YOUR Learning Style Visual Verbal Diagrams, pictures, charts Concept maps, graphs Visual memory joggers Print lecture notes, outline, objectives, etc. Record lectures (professor approval) and/or readings Listen to lectures/readings in car Record yourself and listen in car (pause to allow time to process/answer) Note Cards; Post-It Notes

ILS Domains Sequential Global Sequential Global Details, steps, process, etc. Steady progress Good at detailed analysis Big picture Starts slow and then makes conceptual leaps Good at creative synthesis “I need to focus on one part of the project and get it done - then I can move onward.” “I need to see how this all fits together before I can start the project.”

Cater to YOUR Learning Style SequentialGlobal Beginning of each lecture make outline; show relationships between details and “big picture” “What do you know/think about when you read/hear ____” Give purpose of the lecture/reading Connect new material with old materials and knowledge base List topics to be covered How did you get to big picture? Make checklist for important details for each topic or lecture Know steps and/or process involved

This doesn’t mean we “ put people in boxes.” Everyone learns both actively and reflectively, both visually and verbally, etc. However, most people have a stronger preference for one. Try to balance the two modalities to enhance the learning process.