Discovering Your Learning Styles and Preferences Chapter 1 Discovering Your Learning Styles and Preferences

Three Cognitive Learning Styles Cognitive Learning Styles refers to the general ways people prefer to have information presented in order to problem solve, process, learn, and remember new information. Learning modalities refers to cognitive learning styles such as visual, auditory, and kinesthetic. Learning style preference indicates a tendency to use a visual, auditory, or kinesthetic modality when there is a choice of ways to learn and process new information. Take Learning Styles Inventory

Visual, Auditory, Kinesthetic Inventory Scoring and Discussion Score Inventory to get Learning Style Preference

Characteristics of Visual, Auditory, and Kinesthetic Learners Visual Learners are learners who prefer to process and learn information in visual forms such as pictures, charts, lists, paragraphs, or other printed formats. Auditory learners are learners who prefer to process and learn by hearing and discussing information. Kinesthetic learners are learners who prefer to process and learn information through large and small muscle movements and hands-on experiences.

REVIEW: THREE COGNITIVE LEARNING STYLES What are the three cognitive learning styles? What are characteristics of each learning style preference? What strategies work effectively for each learning style preference? What are multisensory strategies and why are they powerful strategies?

Multisensory Learning Strategies Benefits of Multisensory Learning Strategies Boost memory Stronger paths to long-term memory Multiple ways to access and recall information Designing Multisensory Learning Strategies Visualizing Verbalizing Reciting Developing muscle memory Multisensory strategies are learning strategies that combine two or more modalities. Visualizing is the process of speaking or reading out loud to activate the auditory channel and build auditory memory. Verbalizing is the process of speaking or reading out loud to activate the auditory channel and build auditory memory. Reciting is the process of explaining information out loud, in complete sentences, and in yVerbalizingour own words without looking at printed information. Developing Muscle Memory is a kinesthetic process that involves performing multiple repetitions of steps or actions until the actions become automatic

Example: Solving a difficult Math problem See-Say-Do-Strategy Example: Solving a difficult Math problem See: Read the math problem and examine the significant details Say: Verbalize the steps for a solution. Do: Copy the steps into your notes See: Color-code each step. Say: Recite the problem-solving steps for the problem. Do: Rework the problem multiple times. Check your accuracy See-Say-Do Strategy is multisensory learning strategy that involves visual, auditory, and kinesthetic actions or process. Exercise 1.3 on Pg. 16: Textbook Case Studies

Multiple Intelligences What are the names of the intelligences that show people’s potential to be “smart” in words, music, numbers, pictures, body, self, people, and nature? How has the Theory of Multiple Intelligences influenced understanding and acknowledgment of individual differences, skills, abilities, and potential?

Howard Gardner’s Multiple Intelligences

Personality Types- Core Building Blocks Two Personality Preferences Where do you focus your attention? Extroversion Introversion   How do you take in information? Sensing Intuition How do you make decisions? Thinking Feeling How do you approach or structure your life? Judging Perceiving

Where You Focus Your Attention: Extraversion - Introversion Focus attention on the outer world In the classroom: Livens up the class with enthusiasm and energy Talks freely and is eager to share information Enjoys group work Responds quickly to questions Gets restless or impatient of class pace is too slow Focus attention on the inner world of ideas, thoughts, and reflection Quiet and reserved Refrain from volunteering information/comments Does not enjoy group work Appreciates time to contemplate and then responds to questions cautiously Feels uncomfortable if class pace is too fast

HOW YOU TAKE IN INFORMATION: SENSING – INTUITION Sensing (S) Intuition (N) Tends to take in information through five senses. (Sight, Sound, Touch, Taste, and Smell) In the Classroom: Favor Step-By-Step instruction Prefer concrete facts and theories with practical applications and conclusions See specific details before seeing the total picture Tends to take in information by noting patterns, relationships, and sometimes hunches Favor approaches with opportunities to explore new, innovated ways to receive info. Enjoys experimenting with alternative ways to create solutions Sees the “big picture” before focusing on the details

HOW YOU MAKE DECISIONS: THINKING - FEELING Thinking (T) Feeling (F) Tends to make decisions based on logical analysis and cause-effect reasoning In the classroom: Make decisions based on known or proven details and established procedures Use cause-effect thinking and an analytical approach to argue/debate ideas Appreciates recognition for logical decision-making skills and competency Tends to make decisions based on personal values, harmony, and compassion for others. Places less emphasis on how decisions or outcomes will affect other people Use personal values to argue/debate ideas and strive to create win-win situations Appreciates being recognized as individuals and understood based on personal values and convictions

HOW YOU MAKE APPROACH OR STRUCTURE YOUR LIFE: JUDGING - PERCEIVING Judging (J) Perceiving (P) Tends to approach and structure life in an orderly, structured, and systematic way. In the classroom: Favor organization, structure, and routines Work best with clear expectations, deadlines, and schedules Works steadily on an assignment until it is done to satisfaction Goal-oriented Tends to approach and structure life in flexible, spontaneous, and more open-ended way Feel stifled by too much structure Dislike using schedules Works best with bursts of energy and when working under pressure and closer to deadlines Open to new experiences and the unexpected