DIAGNOSING LEARNING STYLE

ENVIRONMENTAL PSYCHOLOGICAL SOCIOLOGICAL PHYSICAL COGNITIVE

ENVIRONMENTAL ENVIRONMENTAL: your external surroundings

ENVIRONMENTAL ELEMENTS

Your preferences about:  AMOUNT OF SOUND  TYPE/ AMOUNT OF LIGHT  TEMPERATURE  FURNITURE

PSYCHOLOGICAL PSYCHOLOGICAL: your emotional preferences

PSYCHOLOGICAL STYLE

THE PROFESSOR ENCOURAGES STUDENTS’: competition cooperation

THE PROFESSOR and STUDENT INDEPENDENCE: Expects students to ask for help Guides students step by step

THE PROFESSOR STRESSES IMPORTANCE OF: Individual effort Group effort

SOCIOLOGICAL SOCIOLOGICAL: your interactions with people

You like to learn:  BY YOURSELF  IN A PAIR  WITH A GROUP  WITH AN EXPERT

PHYSICAL PHYSICAL: your personal needs

PHYSICAL STYLE TIME SENSES MOBILITYINTAKE

Your preferences:  PERCEPTUAL (senses)  INTAKE  TIME  MOBILITY

WHEN GIVING DIRECTION, THE PROFESSOR: “Tells” what to do “Shows” what to do

THE PROFESSOR and VISUAL AIDS: uses often uses rarely

DURING CLASS THE PROFESSOR: Mostly lectures Mostly holds class discussion

COGNITIVE

You think:  ANALYTICALLY (starting with the details) vs.  GLOBALLY (starting with the big picture)

Logical or intuitive?

Or you think:  INDUCTIVELY (specifically) vs.  DEDUCTIVELY (generalizing)

You react:  REFLECTIVELY vs.  SPONTANEOUSLY “ impulsively”

CEREBRAL PREFERENCE LEFT BRAIN vs. RIGHT BRAIN

You process via:  LEFT BRAIN (verbal, logical) vs.  RIGHT BRAIN (visual, creative)

LEFT BRAIN vs. RIGHT BRAIN

DIGITAL COMPUTER KALEID OSCOPE

SENSIBLE vs. CREATIVE

RIGHT HEMISPHERE LEFT HEMISPHERE 1. INPUT 2. LANGUAGE 3. MEMORY 4. TESTS 5. PROCESSING 6. PERSUASION 7. METAPHORS 8. APPEARANCE 9. PLANNING 10.TIME 11. DECISIONMAKING 12. MEMORY 13. GESTURES

1. RECEIVING prefers verbal information prefers visual, tactile information

2. LANGUAGE responds to word’s meaning responds to word’s tone, pitch, emotional content

Oops!

3. MEMORY recalls facts, dates recalls faces, images

4. TESTING better at multiple- choice tests better at essay exams

5. PROCESSING wants info in sequence, step-by- step wants info in chunks, patterns, as a whole

6. PERSUASION responds to logical appeals responds to emotional appeals

7. METAPHORS rarely uses metaphor frequently uses metaphors

APPEARANCE

8. APPEARANCE looks neat, straight, organized looks disorganized, untidy

9. PLANNING structured, plans ahead fluid, spontaneous ad libs

10. TIME punctual, with a strong sense of time little sense of time

11. DECISIONMAKING reflective: considers decisions spontaneous: quick decisions

12. MEMORY recalls people’s names recalls people’s faces

13. GESTURES speaks with few gestures gestures when speaking

seeing smelling hearing touching doing

Sensory Preferences Seeing – visual channel Hearing – auditory channel Hearing – auditory channel Doing – haptic/ kinesthetic and tactile channel

VISUAL total _______

AUDITORY total _______

HAPTIC total _______

AUDITORY LEARNERS VISUAL LEARNERS HAPTIC LEARNERS

VISUAL LEARNERS VISUAL LEARNERS You will usually learn better when you read or SEE information; your textbooks will be easier than straight lectures. Write down things you want to remember.

AUDITORY LEARNERS You will usually learn better when information comes through your ears - you need to HEAR information; you will probably do better in lecture situations than in those requiring a lot of reading. Recite aloud things you want to remember.

HAPTIC LEARNERS HAPTIC LEARNERS You will usually learn better when you’re able to DO: experience, experiment, and move. Get active with things you want to remember

WHERE TO SIT

Sit right up front in a classroom to stay connected and reduce opportunities to “zone out” - closeness to the professor can be very energizing. Sit away from distractions.

BEGINNING A READING ASSIGNMENT

Start actively previewing a chapter before reading by first highlighting the title and headings, by numbering the headings and subheadings, by marking or captioning pictures, charts, maps and diagrams by taking end-of-chapter quizzes to get your momentum going.

USING HIGHLIGHTING

Use color and visual highlighting to mark up textbooks, handouts, and lecture notes. Write or diagram main points in the margin if there’s room.

MEMORIZING

Squeeze a tennis ball, spin a yoyo, chew gum, doodle, etc. while reading. When you have to memorize something, pace or walk around while reciting to yourself, looking at a list or index cards.

TO HAVE NOISE OR NOT TO HAVE NOISE

Music or white noise in the background can help siphon off distracting energy.