© 2007 McGraw-Hill Higher Education. All rights reserved. Recognizing How You Learn, Who You Are, and What You Value Chapter 3

© 2007 McGraw-Hill Higher Education. All rights reserved. Use the P.O.W.E.R. Plan  Prepare: Identifying Your Values  Organize: Placing Order on What Motivates You  Work: Creating a Personal Mission Statement  Evaluate: Assessing Your Personal Mission Statement  Rethink: Reconsidering your Options

© 2007 McGraw-Hill Higher Education. All rights reserved. Receptive Learning Style  Process of receiving information from our senses  Four types of learning styles

© 2007 McGraw-Hill Higher Education. All rights reserved. Learning Styles  Are you a Visual, Auditory, or Tactile Learner?  Four learning Styles –Visual/Verbal –Visual/Nonverbal –Auditory/Verbal –Tactile/Kinesthetic

© 2007 McGraw-Hill Higher Education. All rights reserved. Visual/Verbal Learning Style  Written format  Feel comfortable reading  Recall spelling of a word by thinking about how the word looks  Consider writing out summaries of information, highlighting, and underlining written material, use flashcards

© 2007 McGraw-Hill Higher Education. All rights reserved. Visual/Nonverbal Learning Style  Presented visually in a diagram or picture  Prefer visual aids such as videos, maps, models  Visualize task or concept  Consider devising diagrams, charts, translating words into symbols and figures

© 2007 McGraw-Hill Higher Education. All rights reserved. Auditory/Verbal Learning Style  Prefer listening rather than reading  Enjoy class lectures and discussions  Consider reciting material aloud while studying or tape record lectures

© 2007 McGraw-Hill Higher Education. All rights reserved. Tactile/Kinesthetic Learning Style  Learn by doing  Touching, manipulating objects, active  Consider building models, use flash cards, take notes, draw charts, jot down key concepts, keep moving

© 2007 McGraw-Hill Higher Education. All rights reserved. Whole-Part Learning  Analytic Learning –Individual components and principles (learn in parts) –Excel at Math and Science  Relational Learning –See the whole picture –Break down into components (whole to part) –Excel at History and English

© 2007 McGraw-Hill Higher Education. All rights reserved. Brain Processing  Are you more analytical or creative?  You probably are both, but which one is your strongest?

© 2007 McGraw-Hill Higher Education. All rights reserved. Left-brain Processing  Information processed by left side of brain  Focuses on tasks requiring verbal competence –Speaking, reading, thinking, reasoning  Information processes sequentially, one bit at a time, in order

© 2007 McGraw-Hill Higher Education. All rights reserved. Right-brain Processing  Information processed by right side of brain  Focuses on nonverbal domains –Understanding of spatial relationships –Recognition of patterns and drawings –Music –Emotional expression

© 2007 McGraw-Hill Higher Education. All rights reserved. Personality Styles  Myers-Briggs Type Indicator shows how we react to different situations  Four major personality dimensions –Introvert/Extrovert –Intuitor/Sensor –Thinker/Feeler –Perceiver/Judger

© 2007 McGraw-Hill Higher Education. All rights reserved. Introverts  Introverted Learners –Work alone –Less affected by others’ thinking and behavior –Gains energy from within

© 2007 McGraw-Hill Higher Education. All rights reserved. No man is an island. Introverts must learn to work with others. ©Digital Vision/PunchStock

© 2007 McGraw-Hill Higher Education. All rights reserved. Extrovert  Extroverted Learners –Outgoing –Work well in groups –Affected by others’ behavior and thinking

© 2007 McGraw-Hill Higher Education. All rights reserved. Intuitors vs. Sensors  Intuitors –Enjoy solving problems –Creative –Big picture approach –Impatient with details  Sensors –Concrete, logical approach –Good with details, but miss the big picture at times

© 2007 McGraw-Hill Higher Education. All rights reserved. Thinkers vs. Feelers  Thinkers –Prefer logic over emotion –Systematically analyze a situation  Feelers –Rely on emotional responses –Aware of others’ feelings and influenced by their personal values and attachments to others

© 2007 McGraw-Hill Higher Education. All rights reserved. Perceivers vs. Judgers  Perceivers –Gather information before reaching conclusion –Open to multiple perspectives –Appreciate all sides of an issue which may cause difficulty in completing task  Judgers –Quick and decisive –Set goals, accomplish them, and move on

© 2007 McGraw-Hill Higher Education. All rights reserved. Origin of Learning Styles  Left-brain processing (analytical) –Tasks requiring verbal competence (speaking, reading, thinking, reasoning) –Information processed sequentially (part/whole)  Right-brain processing (relational) –Nonverbal domains (such as understanding of spatial relationships, recognition of patterns and drawings, music, emotional expression) –Processes information as a whole

© 2007 McGraw-Hill Higher Education. All rights reserved. Key Facts  You have a variety of styles  Your style reflects your preferences  Your learning style will change over time  Work on improving less-preferred styles  Work cooperatively with others who have different styles

© 2007 McGraw-Hill Higher Education. All rights reserved. Using Your Learning Style  Turn to Table 3.1 on page 64 in your text and circle the information under “Using the Style” that is the best match for you.  How can knowing this information help you learn?

© 2007 McGraw-Hill Higher Education. All rights reserved. Instructor Learning Styles  Instructors often teach based on their personal learning style  Consider instructor’s style when studying  Look for alternative assignments  Real learning is not always easy or comfortable -- get out of your comfort zone and expect personal growth

© 2007 McGraw-Hill Higher Education. All rights reserved. Self-Concept: “Who Am I?”  What physical attribute would you change about yourself if you had the power to change anything?  How do you behave or act differently if you are in a location where no one knows you?

© 2007 McGraw-Hill Higher Education. All rights reserved. Reflective Question  What do you know about yourself that no one else knows?

© 2007 McGraw-Hill Higher Education. All rights reserved. Self-Concept  Physical –Body, eyes, nose, hair, skin  Social –Role as friend, son/daughter, sister/brother, mom/dad, student/teacher  Personal –Innermost thoughts and experiences

© 2007 McGraw-Hill Higher Education. All rights reserved. Self-Fulfilling Prophecy  Belief  Belief or expectation that affects behavior  Examine  Examine roles that you play  Identify  Identify strengths and weaknesses  Turn  Turn to Table 3.2 and complete the inventory

© 2007 McGraw-Hill Higher Education. All rights reserved. Self-Esteem  Over-all evaluation of ourselves  High self-esteem increases happiness and provides a sense of security  Self-efficacy: expectation of being capable of achieving goals in many kinds of situations  Low self-esteem results in low expectations, reduced effort, elevated anxiety and poor performance

© 2007 McGraw-Hill Higher Education. All rights reserved. Breaking Self-Esteem Cycle of Failure  Accept yourself  Understand that everyone has value and self-worth  Distinguish the different parts of who you are  Don’t rely on praise from others  Building self-esteem is a lifelong undertaking

© 2007 McGraw-Hill Higher Education. All rights reserved. Cycle of Failure

© 2007 McGraw-Hill Higher Education. All rights reserved. Cycle of Success

© 2007 McGraw-Hill Higher Education. All rights reserved. “The life that is unexamined is not worth living” -Plato ©Doug Menuez/Getty Images

© 2007 McGraw-Hill Higher Education. All rights reserved. Prepare: Identify Your Values Turn to page 80 and choose five values that you hold most dear to you. Answer these questions. –Why is the value important? –Who taught it to you? –How has it affected your past behavior? –In what ways can you affirm it through future behavior?

© 2007 McGraw-Hill Higher Education. All rights reserved. Organize: Place Priority on What Motivates You  Maslow’s pyramid of motivational needs –Biological Needs –Safety Needs –Love and Belongingness –Esteem –Self-actualization  State of self-fulfillment in which people realize their highest potential in their own unique way

© 2007 McGraw-Hill Higher Education. All rights reserved.

Work: Creating Personal Mission Statement  Summarize your most important values and motivational needs  Consider what you want your “legacy” or major product to be  Reflect on the kind of person you want to be

© 2007 McGraw-Hill Higher Education. All rights reserved. Evaluate: Assess Your Personal Mission Statement  Does your mission statement take a long-term view reflecting where you are now and where you wish to be in the future?  Is it general enough?  Does it capture what is important to you?

© 2007 McGraw-Hill Higher Education. All rights reserved. Rethink: Reconsider Your Options  Recognize that your mission statement is a living document that may change  Follow your own “heart” and “head” although you may consider other people’s suggestions  It is “your life”

© 2007 McGraw-Hill Higher Education. All rights reserved. PREPARE ORGANIZE WORK EVALUATE RETHINK Identify your values Place order on what motivates you Create a personal mission statement Assess your personal mission statement Reconsider your options P.O.W.E.R. Plan

© 2007 McGraw-Hill Higher Education. All rights reserved.  Identify your interests  Prioritize your interests  Explore careers/professions that are identified by your interests Career Connections

© 2007 McGraw-Hill Higher Education. All rights reserved. Homework  Complete the Personality Inventory on

© 2007 McGraw-Hill Higher Education. All rights reserved. Journal Topics  How does my learning style relate with my personality and self esteem?  Describe how do your values and motivational needs relate to your career choices.