A.
Suzan ÖNÝZ
FOUR LEARNING STYLES INVENTORIES
In
this section, there are four instruments and how they classify learning styles:
The
Hemispheric Dominance Inventory:
Linear vs. Holistic Processing,
Sequential vs. Random Processing,
Symbolic vs. Concrete Processing,
Logical vs. Intuitive Processing,
Verbal vs. Non-Verbal Processing,
Reality-Based
vs. Fantasy-Oriented Processing.
Info
on the categories 
The Index of Learning Styles (ILS):
Active
vs. Reflective Learners,
Sensing
vs. Intuitive Learners,
Visual
vs. Verbal Learners,
Sequential vs. Global Learners.
Info on the categories
Visual Learners,
Auditory Learners,
Tactile/Kinesthetic
learners.
The Multiple
Intelligences (MI) Inventory:
Verbal/Linguistic Intelligence,
Logical/ Mathematical Intelligence,
Visual/Spatial Intelligence,
Bodily/Kinesthetic Intelligence,
Musical/Rhythmic Intelligence,
Interpersonal Intelligence,
Intrapersonal Intelligence,
Naturalist Intelligence.
Each inventory is
followed by directions for the scoring system and an explanation of the
subcategories.
Check the answers that most
closely describe your preferences.
1. Are you usually running late for class or other appointments?
Yes
No
2. When taking a test do you prefer that questions be
Objective (true false multiple choice, matching)
Subjective (discussion or essay questions)
3. When making decisions
You go with your gut feeling—what I feel is right?
You carefully weigh each option
4. When relating an event to a friend
You go straight to the main point and then fill in details
You tell many details before telling the conclusion
5. Do you have a place for everything and everything in a place?
Yes
No
6. When faced with a major change in life, you are
Excited
Terrified
7. Your work style is like this
You concentrate on one task at a time until it is complete.
You usually juggle several things at once.
8. Can you tell approximately how much time has passed without a watch?
Yes
No
9. Which is easier for you to understand?
Algebra
Geometry
10. It is easier for you to remember people’s names or to remember people’s faces
Names
Faces
11. When learning a new piece of equipment
You jump in and wing it. (Manual is last resort)
Carefully read instruction manual before beginning.
12. When someone is speaking, do you respond to
What is being said (words)
How it is being said (tone, tempo, volume emotion)
13. When speaking, do you use few or many gestures? (Do you use your hands when you talk?)
Few (very seldom use hands when you talk)
Many (couldn’t talk with hands tied)
14. What is your desk, work area, or laundry area like?
Neat and organized
Cluttered with stuff I might need
15. When asked your opinion, You
Immediately say what’s on your mind (often foot in mouth)
Think before you speak
16. Do you
do your best thinking sitting at your desk or walking around or lying down?
Sitting
Walking around or lying down
17. When reading a magazine do you
Jump in wherever looks most interesting
Start at page one and read in sequential order
18. When you’re shopping and see something you want to buy
You save up until you have the money.
You charge it
19. If you were hanging a picture on a wall. Would you
Carefully measure to be sure it is centered and straight.
Put it where it looks right and move it if necessary.
Source: http://www.mtsu.edu/~devstud/advisor/hemispheric_dominance.html
The contents of this web site came from Dr. Carolyn
Hopper's Practicing College Study Skills: Strategies for Success 3rd edition,
to be published 2003, Houghton Mifflin Company. The materials were copied with
the permission of the author.
The web page was designed by Mark Templeton, Ph.D.
Last build of this page
Version 2.01
THE
HEMISPHERIC DOMINANCE INVENTORY “ANSWERS”
Below is a brief explanation of each
answer.
Q Right Left
1. Yes No
Non temporal Temporal
2. Subjective Objective
Needs big picture Attends to details
3. Gut feeling Weigh options
Intuitive Logical
4. Straight to point Details
Holistic Sequential
5. No Yes
Random Logical
6. Excited Terrified
Likes change/ random Prefers things the same, linear
7. Juggle One at time
Random Linear
8. No Yes
Non-temporal Temporal
9. Geometry Algebra
Spatial Linear
10. Faces Names
Visual Verbal
11. Wing it Read instructions
Random Linear
12. How said What is said
Intuitive/emotional Linear/logical
13. Many Few
Non verbal/Concrete/ emotional Verbal
14. Cluttered Neat and organized
Random Logical/linear
15. Immediate Think
Non-verbal/emotional/random Verbal/logical
16. Walking Sitting
Physical/kinesthetic Verbal
17. Jump in Page one
Random Linear
18. Charge Save
Random/ Intuitive Logical/ Linear
19. Put where looks right Carefully measure
Random/intuitive Logical/linear
Source: http://www.mtsu.edu/~devstud/advisor/hd_answers.html
INFO ON HEMISPHERIC DOMINANCE:
Left vs. Right
Which Side Are You On?
In general, the left and right hemispheres of your brain process information in different ways. We tend to process information using our dominant side. However, the learning process is enhanced when all of our senses are used. This includes using your less dominate hemisphere. Listed below are information processing styles that are characteristically used by your right or left brain. Read the information below to help you understand how your brain processes information. Pay attention to your less dominant style so that you can learn how to improve it.
If you want to jump through the list, click on the choice that you wish to examine.
Linear vs. Holistic Processing
Logical vs. Intuitive
Sequential vs. Random Processing
Verbal vs. Nonverbal Processing
Symbolic vs. Concrete Processing
Reality-Based vs. Fantasy-Oriented Processing
Linear vs. Holistic
Processing
The left side of the brain processes information in a linear manner. It process from part to whole. It takes pieces, lines them up, and arranges them in a logical order; then it draws conclusions. The right brain, however, processes from whole to part, holistically. It starts with the answer. It sees the big picture first, not the details. If you are right-brained, you may have difficulty following a lecture unless you are given the big picture first. Do you now see why it is absolutely necessary for a right-brained person to read an assigned chapter or background information before a lecture or to survey a chapter before reading? If an instructor doesn't consistently give an overview before he or she begins a lecture, you may need to ask at the end
of class what the next lecture will be and how you can prepare for it. If you are predominantly right-brained, you may also have trouble outlining (you've probably written many papers first and outlined them later because an outline was required). You're the student who needs to know why you are doing something. Left-brained students would do well to exercise their right-brain in such a manner.
Sequential vs. Random
Processing
In addition to thinking in a linear manner, the left brain processes in sequence -- in order. The left-brained person is a list maker. If you are left-brained, you would enjoy making a master schedule and doing daily planning. You complete tasks in order and take pleasure in checking them off when they are accomplished. Likewise, learning things in sequence is relatively easy for you. For example, spelling involves sequencing; if you are left-brained, you are probably a good speller. The left brain is also at work in the linear and sequential processing of math and in following directions.
By contrast, the approach of the
right-brained student is random. If you are right-brained, you may flit from
one task to another. You will get just as much done but perhaps without having
addressed priorities. An assignment may be late or incomplete, not because you
weren't working, but because you were working on something else. You were ready
to rebel when asked to make study schedules for the week. But because of the random nature of your
dominant side, you must make lists, and you must make schedules. This may be
your only hope for survival in college. You should also make a special effort
to read directions. Oh yes, the mention of spelling makes you cringe. Use the
dictionary, carry a
Symbolic vs. Concrete
Processing
The left brain has no trouble processing symbols. Many academic pursuits deal with symbols such as letters, words, and mathematical notations. The left-brained person tends to be comfortable with linguistic and mathematical endeavors. Left-brained students will probably just memorize vocabulary words or math formulas. The right brain, on the other hand, wants things to be concrete. The right-brained person wants to see, feel, or touch the real object. Right-brained students may have had trouble learning to read using phonics. They prefer to see words in context and to see how the formula works. To use your right brain, create opportunities for hands-on activities. Use something real whenever possible. You may also want to draw out a math problem or illustrate your notes.
Logical vs. Intuitive
Processing
The left brain processes in a linear, sequential, logical manner. When you process on the left side, you use information piece by piece to solve a math problem or work out a science experiment. When you read and listen, you look for the pieces so that you can draw logical conclusions. Your decisions are made on logic-proof. If you process primarily on the right side of the brain, you use intuition. You may know the right answer to a math problem but not be sure how you got it. You may have to start with the answer and work backwards. On a quiz, you have a gut feeling as to which answers are correct, and you are usually right. In writing, it
is the left brain that pays attention to mechanics such as spelling, agreement, and punctuation. But the right side pays attention to coherence and meaning; that is, your right brain tells you it "feels" right. Your decisions will be based on feelings.
Verbal vs. Non-verbal
Processing
Left-brained students have little
trouble expressing themselves in words. Right-brained students may know what
they mean but often have trouble finding the right words. The best illustration
of this is to listen to people give directions. The left-brained person will
say something like "From here, go west three blocks and turn north on
Reality-Based vs.
Fantasy-Oriented Processing
The left side of the brain deals with things the way they are - with reality. When left-brained students are affected by the environment, they usually adjust to it. Not so with right-brained students; they try to change the environment! Left-brained people want to know the rules and follow them. In fact, if there are no rules for situations, they will probably make up rules to follow! Left-brained students know the consequences of not turning in papers on time or of failing a test, but right-brained students are sometimes not aware that there is anything wrong. So, if you are right-brained, make sure you constantly ask for feedback and reality checks. It's too late the day before finals to ask if you can do extra credit. Keep a careful record of your assignments and tests. Visit with your professor routinely. While this fantasy orientation may seem a disadvantage, in some cases it is an advantage. The right-brained student is creative. In order to learn about the digestive system, you may decide to become a piece of food! And since emotion is processed on the right side of the brain, you will probably remember well anything you become emotionally involved in as you are trying to learn.
These are just some of the differences that exist between the left and right hemispheres, but you can see a pattern. Because left-brained strategies are the ones used most often in the classroom, right-brained students sometimes feel inadequate. However, you now know that you can be flexible and adapt material to the right side of your brain. Likewise, those of you who are predominantly left-brained know that it would be wise to use both sides of the brain and employ some right-brained strategies.
Source: http://www.mtsu.edu/~devstud/advisor/LRBrain.html
OTHER SOURCES:
Key search words: ‘hemisphere
inventory’
http://brain.web-us.com/brain/braindominance.htm
http://www.msa-sea.org/Medical/Symptoms/SymptLong.pdf
http://www.angelfire.com/wi/2brains/
Developed by:
Barbara A. Soloman,
Richard M. Felder, Department of Chemical Engineering, North Carolina State University, Raleigh, NC 27695-7905
DIRECTIONS
Circle "a" or
"b" to indicate your answer to every question. Please choose only one
answer for each question.
If both "a" and
"b" seem to apply to you, choose the one that applies more
frequently.
1. I understand something better after I
(a) try it out.
(b) think it through.
2. I would rather be considered
(a) realistic.
(b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture.
(b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its overall structure.
(b) understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.
6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real life situations.
(b) that deals with ideas and theories.
7. I prefer to get new information in
(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas.
(b) sit back and listen.
10. I find it easier
(a) to learn facts.
(b) to learn concepts.
11. In a book with lots of pictures and charts, I am likely to
(a) look over the pictures and charts carefully.
(b) focus on the written text.
12. When I solve math problems
(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to figure out the steps to get to them.
13. In classes I have taken
(a) I have usually gotten to know many of the students.
(b) I have rarely gotten to know many of the students.
14. In reading nonfiction, I prefer
(a) something that teaches me new facts or tells me how to do something.
(b) something that gives me new ideas to think about.
15. I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.
16. When I'm analyzing a story or a novel
(a) I think of the incidents and try to put them together to figure out the themes.
(b) I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them.
17. When I start a homework problem, I am more likely to
(a) start working on the solution immediately.
(b) try to fully understand the problem first.
18. I prefer the idea of
(a) certainty.
(b) theory.
19. I remember best
(a) what I see.
(b) what I hear.
20. It is more important to me that an instructor
(a) lay out the material in clear sequential steps.
(b) give me an overall picture and relate the material to other subjects.
21. I prefer to study
(a) in a study group.
(b) alone.
22. I am more likely to be considered
(a) careful about the details of my work.
(b) creative about how to do my work.
23. When I get directions to a new place, I prefer
(a) a map.
(b) written instructions.
24. I learn
(a) at a fairly regular pace. If I study hard, I'll "get it."
(b) in fits and starts. I'll be totally confused and then suddenly it all "clicks."
25. I would rather first
(a) try things out.
(b) think about how I'm going to do it.
26. When I am reading for enjoyment, I like writers to
(a) clearly say what they mean.
(b) say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember
(a) the picture.
(b) what the instructor said about it.
28. When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the details.
29. I more easily remember
(a) something I have done.
(b) something I have thought a lot about.
30. When I have to perform a task, I prefer to
(a) master one way of doing it.
(b) come up with new ways of doing it.
31. When someone is showing me data, I prefer
(a) charts or graphs.
(b) text summarizing the results.
32. When writing a paper, I am more
likely to
(a) work on (think about or write)
the beginning of the paper and progress forward.
(b) work on (think about or write) different parts of the paper and then order them.
33. When I have to work on a group project, I first want to
(a) have "group brainstorming" where everyone contributes ideas.
(b) brainstorm individually and then come together as a group to compare ideas.
34. I consider it higher praise to call someone
(a) sensible.
(b) imaginative.
35. When I meet people at a party, I am more likely to remember
(a) what they looked like.
(b) what they said about themselves.
36. When I am learning a new subject, I prefer to
(a) stay focused on that subject, learning as much about it as I can.
(b) try to make connections between that subject and related subjects.
37. I am more likely to be considered
(a) outgoing.
(b) reserved.
38. I prefer courses that emphasize
(a) concrete material (facts, dat(a).
(b) abstract material (concepts, theories).
39. For entertainment, I would rather
(a) watch television.
(b) read a book.
40. Some teachers start their lectures with an outline of what they will cover. Such outlines are
(a) somewhat helpful to me.
(b) very helpful to me.
41. The idea of doing homework in groups, with one grade for the entire group,
(a) appeals to me.
(b) does not appeal to me.
42. When I am doing long calculations,
(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to do it.
43. I tend to picture places I have been
(a) easily and fairly accurately.
(b) with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution in a wide range of areas.
Source: http://www.ncsu.edu/felder-public/ILSdir/ILS-a.htm
SCORING
SHEET
1. Put "1"s in the appropriate spaces in the table below (e.g. if you answered "a" to Question 3, put a "1" in Column "a" by Question 3).
2. Total the columns and write the totals in the indicated spaces.
3. For each of the four scales, subtract the smaller total from the larger one. Write the difference (1 to 11) and the letter (a or b) with the larger total.
For example, if under "ACT/REF" you had 4 "a" and 7 "b" responses, you would write "3b" on the bottom line under that heading (3 = 7- 4, and the "b" total was the larger of the two.)
|
ACT/REF |
SEN/INT |
VIS/VRB |
SEQ/GLO |
|
Q a b |
Q a b |
Q a b |
Q a b |
|
1. __ __ |
2. __ __ |
3. __ __ |
4. __ __ |
|
5. __ __ |
6. __ __ |
7. __ __ |
8. __ __ |
|
9. __ __ |
10. __ __ |
11. __ __ |
12. __ __ |
|
13. __ __ |
14. __ __ |
15. __ __ |
16. __ __ |
|
17. __ __ |
18. __ __ |
19. __ __ |
20. __ __ |
|
21. __ __ |
22. __ __ |
23. __ __ |
24. __ __ |
|
29. __ __ |
30. __ __ |
31. __ __ |
32. __ __ |
|
33. __ __ |
34. __ __ |
35. __ __ |
36. __ __ |
|
37. __ __ |
38. __ __ |
39. __ __ |
40. __ __ |
|
41. __ __ |
42. __ __ |
43. __ __ |
44. __ __ |
Total the columns:
|
ACT/REF |
SEN/INT |
VIS/VRB |
SEQ/GLO |
||||
|
a |
b |
a |
b |
a |
b |
a
|
b |
|
|
|
|
|
|
|
|
|
|
(Larger - Smaller) + Letter of Larger (see e.g.below*) |
|||||||
|
|
|
|
|
||||
*Example: If you totaled 3 for a and 8 for
b, you would enter 5b.
|
a |
b |
Score:
5b |
|
3 |
8 |
|
Explanation of scores
If your score on a scale is 1-3, you have a mild preference for one or the other dimension but you are essentially well balanced. (For example, a 3a in the ACT/REF category indicates a mild preference for active learning.)
If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.
If your score on a scale is 9-11, you have a strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.
Source: http://www.ncsu.edu/felder-public/ILSdir/ILS-b.htm
INFO ON THE LEARNING STYLES DEVELOPED BY
FELDER AND SOLOMON
:
LEARNING STYLES AND
STRATEGIES
Developed by:
Richard M. Felder, Hoechst Celanese Professor of Chemical Engineering, North Carolina State University
Barbara A. Soloman, Coordinator of Advising, First Year College, North Carolina State University
ACTIVE AND REFLECTIVE
LEARNERS
Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response. Active learners tend to like group work more than reflective learners, who prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.
Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.
How can active learners help
themselves?
If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.
How can reflective learners
help themselves?
If you are a reflective learner in a class that allows little or not class time for thinking about new information, you should try to compensate for this lack when
you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.
SENSING AND INTUITIVE
LEARNERS
Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships. Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class. Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations. Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors. Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.
Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.
How can sensing learners help
themselves?
Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.
How can intuitive learners
help themselves?
Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results
VISUAL AND VERBAL LEARNERS
Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written
and spoken explanations. Everyone learns more when information is presented both visually and verbally.
In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.
How can visual learners help
themselves?
If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.
How can verbal learners help
themselves?
Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.
SEQUENTIAL AND GLOBAL
LEARNERS
Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can
nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.
How can sequential learners
help themselves?
Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the
instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study
to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.
How can global learners help
themselves?
If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going
over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.
Source: http://www.ncsu.edu/felder-public/ILSdir/styles.htm
Directions: To better
understand how you prefer to learn and process information, place a check in
the appropriate space after each statement below, then use the scoring
procedures at the end to evaluate your responses. Use what you learn by your
scores to better develop learning strategies that are best suited to your
particular style. This 24-item survey is not timed. Respond to each statement
as honestly as you can.
|
|
OFTEN |
SOMETIMES |
SELDOM |
|
1. I can remember best about a subject by listening to a lecture that includes information, explanations and discussion. |
|
|
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2. I prefer to see information written on a chalkboard and supplemented by visual aids and assigned readings. |
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3. I like to write things down or to take notes for visual review. |
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4. I prefer to use posters, models, or actual practice and other activities in class. |
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5. I require explanations of diagrams, graphs, or visual directions. |
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6. I enjoy working with my hands or making things. |
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7. I am skillful with and enjoy developing and making graphs and charts. |
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8. I can tell if sounds match when presented with pairs of sounds. |
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9. I remember best by writing things down several times. |
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10. I can easily understand and follow directions on maps. |
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11. I do best in academic subjects by listening to lectures and tapes. |
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12. I play with coins or keys in my pockets. |
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13. I learn to spell better by repeating words out loud than by writing the words on paper. |
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14. I can understand a news article better by reading about it in the newspaper than by listening to a report about it on the radio. |
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15. I chew gum, smoke, or snack while studying. |
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16. I think the best way to remember something is to picture it in your head. |
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17. I learn the spelling of words by "finger spelling" them. |
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OFTEN |
SOMETIMES |
SELDOM |
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18. I would rather listen to a good lecture or speech than read about the same material in a textbook. |
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19. I am good at working and solving jigsaw puzzles and mazes. |
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20. I grip objects in my hands during learning periods. |
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21. I prefer listening to the news on the radio rather than reading about it in the newspaper. |
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22. I prefer obtaining information about an interesting subject by reading about it. |
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23. I feel very comfortable touching others, hugging, handshaking, etc. |
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24. I follow oral directions better than written ones. |
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SCORING
PROCEDURES
Directions: Place the point value on the
line next to the corresponding item below. Add the points in each column to
obtain the preference score under each heading.
|
OFTEN |
5 points |
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SOMETIMES |
3 points |
|
SELDOM |
1 point |
|
VISUAL |
AUDITORY |
TACTILE |
|
NO. PTS. |
NO. PTS. |
NO. PTS. |
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2. |
1. |
4. |
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3. |
5. |
6. |
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7. |
8. |
9. |
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10. |
11. |
12. |
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14. |
13. |
15. |
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16. |
18. |
17. |
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19. |
21. |
20. |
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22. |
24. |
23. |
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VPS= |
APS= |
TPS= |
VPS= Visual Preference Score
APS= Auditory Preference Score
TPS= Tactile Preference Score
If you are a VISUAL learner, by all means be sure that you look at all study materials. Use charts, maps, filmstrips, notes, videos, and flash cards. Practice visualizing or picturing words and concepts in your head. Write out everything for frequent and quick visual review.
If you are an AUDITORY learner, you may wish to use tapes. Tape lectures to help fill in gaps in your notes. But do listen and take notes -- and review your notes frequently. Sit in the lecture hall or classroom where you can hear well. After you have read something, summarize it and recite it aloud. Talk to other students about class material.
If you are a TACTILE learner, trace words as you are saying them. Facts that must be learned should be written several times. Keep a supply of scratch paper on hand for this purpose. Taking and keeping lecture notes is very important. Make study sheets. Associate class material with real-world things or occurrences. When appropriate, practice role playing.
All publication rights pertaining
to this adaptation of the Barsch/Haynie Learning
Style Inventory are reserved by
Copying for exclusively classroom use is permitted.
Source: http://www.utoledo.edu/~ddwyer/mgmt3220/vak.htm
Next came the VAK inventory. This was an easy test with no wrong answers. Since it is important to know as much about yourself as possible, this inventory was very helpful. It has helped people to be more successful in their personal and professional lives. It let us know how we like to learn and how to do it more easily. Everyone has a brain. When you put your hands together they can serve as a model for the brain. The thumbs are the back of the brain. There is a right-brain and a left-brain. The right-brain is the artistic part and the left is the logical. A few years ago scientists exhumed Albert Einstein body to research his brain. They sliced his brain into thin layers to compare it to other brains. His brain has no extra parts, no turbo brain. What was different about Albert Einstein’s brain was the number of dendrites. Dendrites are the muscles responsible for the wiring of the brain. What they proved was that Albert Einstein had lots of cross lateral connections. He has more connection between the left and right brain than the average. Researchers turned their focus to the number of muscular connections between the right and left-brain. The muscular connections can be developed through activities and hobbies.
When the inventories were completed, there was a 3-letter sequence that had the highest score, and each person’s learning style. The brain has 3 channels, no cable or satellite. Each brain has a favorite channel it likes to use to bring in information.
The first letter in the sequence tells what is your brain’s favorite channel. If you are VKA or VAK your favorite channel is visual. Everyone’s brain has all three channels. They are all working all the time. You are either born in to it or you develop it. There are strengths and weaknesses for each.
Visual:
Take in information with their eyes
Like TV, to read, to see information
Like to see someone do what he or she is learning.
Well organized
Like things to be colourful, full of pictures
Like to have things to look at
Snappy dressers shirts tucked in, belts.
Detail oriented
Auditory:
Like to learn from hearing it, cassette tape CD or someone talking
Like to talk. They may not be outgoing, but they talk to themselves.
Auditory kids tap the pen
Have to have noise
Need auditory stimulations
Easily distracted by noise
Get songs stuck in their heads
Talking helps cement learning
Don’t remember what is on paper
Auditory people make the best students
It is the most rare learning style
Kinesthetic:
Like to learn using their body
Like sports
Have a hard time sitting still
Kinesthetic is the most common learning style
As babies and small children we learned by doing. Walking and talking and eating are all things people learn from actually trying them. People learn well when they use their bodies. When people go to school or work there are few times when people get to use their bodies. Parts of your brain can shut down to preserve energy if you don’t use them. When you don’t use your body, the kinesthetic part of your brain shuts down. When you use your body, you’ll have more of your brain working. The more you practice using other channels, the more of your brain you’ll use, which increases you creativity. You’ll build up dendrites by using more of your brain. You may be the next Einstein.
Capture, documentation and web development services delivered by Genius Capture.
Source: http://www.seedstraining.com/worldsol/learning_channels.htm
What are my Learning
Strengths?
Research shows that all human beings have at least eight different types of
intelligence. Depending on your background and age, some intelligences are more
developed than others. This activity will help you find out what your strengths
are. Knowing this, you can work to strengthen the other intelligences that you
do not use as often.
|
Verbal/Linguistic
Intelligence |
Logical/Mathematical
Intelligence |
|
I enjoy telling stories and jokes |
I really enjoy my math class |
|
I have a good memory for trivia |
I like logical math puzzles or brain teasers |
|
I enjoy word games (e.g. Scrabble & puzzles) |
I find solving math problems to be fun |
|
I read books just for fun |
If I have to memorize something I tend to place
events in a logical order |
|
I am a good speller (most of the time) |
I like to find out how things work |
|
In an argument I tend to use put-downs or
sarcasm |
I enjoy computer and any math games |
|
I like talking and writing about my ideas |
I love playing chess, checkers or Monopoly |
|
If I have to memorize something I create a rhyme
or saying to help me remember |
In an argument, I try to find a fair and logical
solution |
|
If something breaks and won't work, I read the
instruction book first |
If something breaks and won't work, I look at
the pieces and try to figure out how it works |
|
For a group presentation I prefer to do the
writing and library research |
For a group presentation I prefer to create the
charts and graphs |
|
Visual/Spatial
Intelligence |
Bodily/Kinesthetic
Intelligence |
|
I prefer a map to written directions |
My favourite class is gym since I like sports |
|
I daydream a lot |
I enjoy activities such as woodworking, sewing
and building models |
|
I enjoy hobbies such as photography |
When looking at things, I like touching them |
|
I like to draw and create |
I have trouble sitting still for any length of
time |
|
If I have to memorize something I draw a diagram
to help me remember |
I use a lot of body movements when talking |
|
I like to doodle on paper whenever I can |
If I have to memorize something I write it out a
number of times until I know it |
|
In a magazine, I prefer looking at the pictures
rather than reading the text |
I tend to tap my fingers or play with my pencil
during class |
|
In an argument I try to keep my distance, keep
silent or visualize some solution |
In a argument I tend to strike out and hit or
run away |
|
If something breaks and won't work I tend to
study the diagram of how it works |
If something breaks and won't work I tend to
play with the pieces to try to fit them together |
|
For a group presentation I prefer to draw all
the pictures |
For a group presentation I prefer to move the
props around, hold things up or build a model |
|
Musical/Rhythmic
Intelligence |
Interpersonal
Intelligence |
|
I enjoy listening to CD's and the radio |
I get along well with others |
|
I tend to hum to myself when working |
I like to belong to clubs and organizations |
|
I like to sing |
I have several very close friends |
|
I play a musical instrument quite well |
I like helping teach other students |
|
I like to have music playing when doing homework
or studying |
I like working with others in groups |
|
If I have to memorize something I try to create
a rhyme about the event |
Friends ask my advice because I seem to be a
natural leader |
|
I an argument I tend to shout or punch or move
in some sort of rhythm |
If I have to memorize something I ask someone to quiz me to see if I know it |
|
I can remember the melodies of many songs |
In an argument I tend ask a friend or some
person in authority for help |
|
If something breaks and won't work I tend to tap
my fingers to a beat while I figure it out |
If something breaks and won't work I try to find
someone who can help me |
|
For a group presentation I prefer to put new
words to a popular tune or use music |
For a group presentation I like to help organize
the group's efforts |
|
Intrapersonal
Intelligence |
Naturalist
Intelligence |
|
I like to work alone without anyone bothering me |
I am keenly aware of my surroundings and of what
goes on around me |
|
I like to keep a diary |
I love to go walking in the woods and looking at
the trees and flowers |
|
I like myself (most of the time) |
I enjoy gardening |
|
I don't like crowds |
I like to collect things (e.g., rocks, sports
cards, stamps, etc) |
|
I know what I am good at and what I am weak at |
As an adult, I think I would like to get away
from the city and enjoy nature |
|
I find that I am strong-willed, independent and
don't follow the crowd |
If I have to memorize something, I tend to
organize it into categories |
|
If I have to memorize something I tend to close
my eyes and feel the situation |
I enjoy learning the names of living things in
our environment, such as flowers and trees |
|
In an argument I will usually walk away until I
calm down |
In an argument I tend to compare my opponent to
someone or something I have read or heard about and react accordingly |
|
If something breaks and won't work, I wonder if
it's worth fixing up |
If something breaks down, I look around me to
try and see what I can find to fix the problem |
|
For a group presentation I like to contribute
something that is uniquely mine, often based on how I feel |
For a group presentation I prefer to organize
and classify the information into categories so it makes sense |
|
TOTAL
SCORE |
|
|
_____ Verbal/Linguistic
_____ Logical/Mathematical _____ Visual/Spatial _____ Bodily/Kinesthetic |
_____ Musical/Rhythmic
_____ Interpersonal _____ Intrapersonal _____ Naturalist |
J. Ivanco, 1998
Source: http://snow.utoronto.ca/courses/mitest.html
OTHER MULTIPLE INTELLIGENCES
INVENTORIES/SOURCES:
Key search words:
‘multiple intelligence inventory’
http://friendswesternschool.org/multi.htm
http://pss.uvm.edu/pss162/learning_styles.html
