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.