1. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Chapter Two Diversify Your Learning Style

2. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Know How You Learn Your Intelligence Profile Sensory Preferences Experiential Learning Preferences Personality Factors

3. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Your Intelligence Profile Howard Gardner formulated a theory of “multiple intelligences”, suggesting abilities seem to cluster in eight different areas: Verbal-linguistic Skills Logical-Mathematical Skills Musical Abilities Bodily Awareness Spatial Skills Interpersonal Abilities Naturalist Abilities

4. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Gardner’s Theory of “Multiple Intelligences” Domains are independent of one another. Humans can be highly developed in one area and not highly developed in others. Most college courses tend to emphasis Verbal-linguistic and Logical-Mathematic intelligences. Assess your strengths and weaknesses to determine areas in which you should seek help to develop further.

5. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Sensory Preferences Your learning style is based on your sensory preference for receiving information. Auditory Learning Visual Learning Tactile or Kinesthetic Learning

6. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Auditory Learners Prefer to hear information spoken Can absorb a lecture with little effort May not need careful notes to learn. Often avoid eye contact in order to concentrate

7. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Visual Learners Prefer to see information such as pictures, diagrams, cartoons, demonstrations Picture words and concepts they hear as images Easily distracted in lecture with no visual aids Overwhelmed with intense visuals accompanied by lecture Benefit from using charts, maps, notes, and flash cards when studying

8. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Tactile or Kinesthetic Learners Prefer touch as their primary mode for taking in information In traditional auditory learning situations, they should write out important facts Create study sheets connected to vivid examples Role-playing can help the learn and remember important ideas

9. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Experiential Learning Preferences David Kolb identified four different way in which people like to learn about and work with ideas. Learn by Doing Learn by Reflecting Learn by Critical Thinking Learn by Creative Thinking

10. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Learn by Doing Learning through problems or games and simulations Applying principles through field work, lab activities, projects, or discussions Usually preferred by visual and tactile learners Appeals to people high in Spatial skills and Bodily awareness intelligences

11. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Learn by Reflecting Provides an opportunity to compare incoming information to personal experience Observation is preferred over active participation, along with journal writing, project logs, and film critques Usually preferred by auditory learners Appeals to people high in Intrapersonal intelligence

12. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Learn by Critical Thinking Learning through manipulation of symbols, problem-solving, and making predictions Involves analyzing relationships, creating and defending arguments, and making judgements Primarily relies on auditory learning, although is effective in other learning situations Appeals to those with Verbal-linguistic, Logical- mathematical, and Naturalist intelligences

13. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Learn by Creative Thinking Learning through unique personal expression Involves writing stories, brainstorming, original problem-solving, and designing research Is more holistic and encourages breaking the rules Appeals to both auditory and visual learners Can be present in all domains of multiple intelligence

14. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Just Do It Compose your learning profile. Where do your strengths lie with regards to multiple intelligences? sensory preferences? experiential learning? Now list your classes and briefly highlight which modes of learning they make use of. Note the classes that will challenge you more.

15. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Personality Factors Big Five Personality Theory Myers-Briggs Type Indicator

16. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Big Five Personality Theory O = Open to experience C = Conscientiousness E = Extraversion A = Agreeableness N = Neuroticism

17. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. A Look at Type O High Adventurous, imaginative, and unconventional. Students will enjoy classes where they can experiment with new ideas. Low Conventional, conservative, and rigid. Students need to seek highly structured situations to fare best.

18. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. A Look Type C High Hard-working, ambitious, and driven. Students have developed work habits that will place them on the Dean’s List Low Pleasure-seeking, negligent, irresponsible. Students’ work habits make them more vulnerable to being placed on probation or suspension.

19. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. A Look at Type E High High-spirited and energetic (extroverts) Students thrive on the continuous opportunity that college provides to meet and work with different people. Low Reserved and passive (introverts) Students need to seek less social stimulation to do their best work.

20. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. A Look at Type A High Good-natured, trusting, and helpful. Students tend to be well-liked and respected and may have an easier time negotiating positive outcomes inconflict situations. Low Irritable, suspicious, and vengeful. Students are less likely to get any breaks when negotiating because they approach the situation with a hostile attitude and low expectations of others.

21. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. A Look at Type N High Suffer a variety of problems related to emotional instability: anger, depression, impulsiveness. Students’ emotional instability creates constant chaotic conditions that can threaten academic survival. Low Adapt well, tolerate frustration, and maintain a more realistic perspective. Students have developed personal resources that can help them garner success and rebound from failure.

22. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Myers-Briggs Type Inventory (MBTI) Extraversion/Introversion Sensing/Intuiting Thinking/Feeling Judging/Perceiving

23. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Extraversion/Introversion (Social Orientation) Extroverts Like talking with others and taking action. Prefer active learning and group projects. Introverts Prefer to have others do the talking. Prefer lectures and structured tasks.

24. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Sensing/Intuiting (Information Processing) Sensers Are most at home with facts and examples. Are drawn to realistic and practical applications. Prefer memorizable facts, and concrete questions. Intuiters Prefer concepts and theories which can give greater play to imagination and inspiration. Prefer interpretation and imagination.

25. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Thinking/Feeling (Decision Making) Thinkers Like to take an objective approach and emphasize logic and analysis in their decisions. Prefer objective feedback, and thrive when there is pressure to succeed. Feelers Prefer emotion to logic. Give greater weight to the impact of relationships in their decisions. Prefer positive feedback and individual recognition.

26. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Judging/Perceiving (Achieving Goals) Judgers Prefer clearly defined strategies to achieve goals. May jump to closure too quickly. Prefer orderliness, structure, and deadlines. Perceivers Like to consider all sides to a problem and may be at some risk for not completing their work. Prefer spontaneity, and flexibility.

27. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Think Strategically About Your Learning Understand How Effort Relates to Learning Style Use the Features of This Book

28. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Effort and Learning Style You may have some of the following questions: How hard do I want to work? How should I choose where to work the hardest? Is there such a thing as being too reflective? What’s wrong with students who don’t get involved in class? I always do. How will I survive classes that require group projects? Can I get away with being creative? What happens if I fail?

29. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. How hard do I want to work? Every time you are confronted with a learning opportunity, you must make a decision about how deeply you will invest yourself in the assignment to succeed. Let your goals and values guide you.

30. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Surface Learning Studying the minimum of what needs to be learned Relies primarily on rote memorization, often exercised at the last minute Motivation comes from grades Risky Much less likely to lead to college success

31. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Deep Learning Goal is to truly understand course material Involves actively constructing learning experiences Leads to better memory retention Deep learners enjoy the process of learning for its own sake Deep learners use more thinking skills

32. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. How Should I Choose Where to Work the Hardest? In general, it is a bad idea to do poorly in many classes when you can improve your standing by dropping a class or two. Consult with your advisor about dropping classes that will have the least negative impact on your schedule.

33. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. I have trouble jumping into class discussions because they seem to take off before I’m ready! Is there such a thing as being too reflective? Rapid responding can produce ill-formed and off- target ideas. Some reflective individuals may ruminate forever and not reach a point of closure. Note the kinds of questions the instructor tends to ask, then reflect and prepare your contribution.

34. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. What’s Wrong With Students Who Don’t Get Involved in Class? I Always Do? They may have learned that your willingness to carry the burden relieves them of sharing the load. Fast-responding extroverts are often perceived as “sucking up” to less-involved classmates. Practice longer reaction times to give your classmates a chance to get involved. You may then develop your ideas more fully.

35. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. How Will I Survive Classes That Require Group Projects? It is important to master the skills involved in independent work. In virtually every career domain, it is becoming more and more common and important for people to work together. Consider peers additional resources for learning. Be clear as to when your instructor would consider group effort as inappropriate.

36. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. I feel stifled by detailed assignments. Can I get away with being creative? If you drift from the intended purpose, the instructor will see your work as deficient and possibly defiant. If you stray in a way that enhances the point of the assignment, the instructors may be pleased with your initiative. Always check ahead of time with your instructor to verify that your creative approach will work.

37. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. How do I decide when to stay safe and when to take a risk? What happens if I fail? Going to college isn’t just about acquiring knowledge - it’s about personal change. College should be a safe place in which to take calculated risks. You will learn and change from both your successes and your failures.

38. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Use Features of This Book Help through improved planning. Point to Success Help from the Learning Portfolio. Based on Kolb’s Experiential Learning Model.

39. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Build Positive Relationships with Instructors Much of college is about interactions with your professors. The success of those interactions will have a major impact on your overall college success. Don’t let your learning style or personality preferences control your behavior. Take responsibility for relating to your instructors in a way that will be most beneficial to you. They will be more responsive if you appear to be confident and in control.

40. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Learning Style and Teaching Style Research instructors’ teaching styles prior to registration Ask seasoned students Try to identify instructors whose teaching styles match your learning styles

41. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. How to Inquire about Instructors’ Styles Don’t ask if an instructor is “good” or “bad” Ask how an instructor teaches: Do they lecture throughout the class? Do they involve the class in discussion? Do they use active learning strategies? Do they offer any note-taking supports? Do they show enthusiasm for students?

42. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. The Student-Centered Teacher Focus on developing their students’ intellectual growth Orchestrate their classes with a variety of activities to motivate interest and heighten learning They intend to provide activities that appeal to the broad range of learning styles Their classes tend to become spontaneous and depart from original plan to explore student interests.

43. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. The Content-Centered Teacher The learning climate tends to be highly structured. Instructors expect students to take careful notes to prepare for exams covering the material. Auditory learners who fare best in lectures, thrive with these instructors.

44. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Build Strengths across the Styles Make use of your learning resources. Work harder in skills that don’t come easily to you. Choose exercises from the Learning Portfolio that help you stretch and grow in new ways. Set realistic goals and plan effective strategies for achieving them. Monitor your progress.

45. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Tell It Like It Is Share first impressions of your instructors. Who do you think will be your favorite and why? Who intimidates you the most and why? Do your classmates share your views? What have others’ experiences been? See if you can gain additional insight from talking with others.

46. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Create A Good First Impression Buy the Right Stuff Be Prepared Do the Work On Time Use the Syllabus Play Straight Stay Cool Be There

47. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Buy the Right Stuff You won’t look like a serious student if you don’t have the required books. Check new textbooks for edition number and any accompanying materials (such as a CDRom) prior to purchasing books second-hand. Just because it’s sold used, doesn’t mean it’s acceptable or complete.

48. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Be Prepared Prepare before class. You will ask better questions and impress instructors with your motivation. You will get more out of the lecture or discussion.

49. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Do the Work On Time Deadlines are serious business in college. If you miss a deadline, you may not be able to negotiate an extension. Instructors tend to believe to do so is unfair to those who turn assignments in on time.

50. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Use the Syllabus Instructors often hold students responsible for knowing all information contained in their syllabus. It can include course objectives, reading list, grading policies, and other classroom policies (food, drink, etc.) It can also give hints about the instructor’s teaching style and how to study for the exams.

51. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Play Straight Your college handbook will outline the code for academic integrity on your campus. Follow it or you may face severe consequences.

52. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Stay Cool All instructors expect class participation to be civil: calm, polite, and efficient. You can challenge or ask questions, just do so in a respectful way.

53. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Be There Just because an instructor doesn’t take roll, doesn’t mean he or she doesn’t notice when you’re absent. Problems with skipping class include: It’s expensive. It harms your learning. It harms your grades. It annoys those who end up lending you their notes to copy.

54. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Connect With Instructors Instructors respond most positively with students who show interest and enthusiasm for their courses. Instructors tend to give the benefit of the doubt in later cases of borderline grades to students who have been responsive and responsible. It is possible to get acquainted with instructors in large classes by asking intelligent questions in class and visiting them during office hours. Research indicates that seeking contact with faculty outside the classroom is associated with staying in college and graduating with honors.

55. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Solve Problems with Instructors Resolve a Mismatch Manage Boundaries Keep Copies of Your Work Know Your Rights

56. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Resolve a Mismatch Sometimes the level of teaching conflicts with the ability level of the students. Begin by talking with other students to verify others are experiencing the same thing. Request an appointment and present your concerns directly. If the issue can’t be resolved, consider withdrawing from the course and taking it another time with a different instructor.

57. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Manage Boundaries Instructors usually make it clear as to how and when they can be contacted outside of class. Instructors differ in their enthusiasm about being contacted outside of class or office hours. Instructors vary in how they view friendships between students and instructors.

58. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Keep Copies of Your Work If there is a dispute over whether or not work has been completed, the burden of proof falls on the student. Always make copies of your work. Keep returned projects in a safe place. Once you receive your report card, save the best work for your academic portfolio.

59. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Know Your Rights First, recognize that the instructor is the authority in the class. Ask for an appointment and explain your concerns directly along with supporting evidence. If unsuccessful, appeal in writing to the instructor’s immediate supervisor. You can continue up the chain of command as long as you have taken appropriate steps along the way. Most colleges regard instructors as the final authority in grading, and rarely overturn their grades.

60. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. One Minute Motivator Most instructors enjoy getting to know their students, and they appreciate your effort to make contact with them. Choose your favorite instructor and visit them during office hours - even if only for 5 minutes. You will leave feeling good at making the connection, and chances are you’ll be more motivated to do well in the class!

61. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Your Major and Your Learning Style Target an Intelligent Career Find the Right Mix Stay Flexible in Your Outlook

62. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Target an Intelligent Career A good starting place for planning your future is linking your natural intellectual talents to possible career options. Consider your “intelligence profile” according to Gardner’s theory.

63. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Find the Right Mix Every major you could consider taking in college tends to emphasize certain learning styles more than others. Review the results of your Self- Assessments to put together your personal mix of learning styles, preferences, and intellectual strengths. Identify career paths emphasizing your strength factors.

64. Copyright © Wadsworth/Thomson Learning Inc. Permission required for reproduction or display. Keep a Flexible Outlook Even after you have committed yourself to a specific major, stay flexible about what the future may bring. The career you may ultimately pursue may not even have emerged yet as an option. Versatility as a learner will give you more choices about just where you want to go in your major and your career.