DIAGNOSING DIAGNOSING LEARNING STYLE LEARNING STYLE Handout online
Jan 17, 2016
DIAGNOSING DIAGNOSING LEARNING LEARNING
STYLESTYLEHandoutonline
ENVIRONMENTALENVIRONMENTALPSYCHOLOGICALPSYCHOLOGICALSOCIOLOGICALSOCIOLOGICALPHYSICALPHYSICALCOGNITIVECOGNITIVE
ENVIRONMENTALENVIRONMENTAL:your external surroundings
ENVIRONMENTAL ELEMENTS
Your preferences about: AMOUNT OF SOUND TYPE/ AMOUNT OF LIGHT TEMPERATURE FURNITURE
PSYCHOLOGICALPSYCHOLOGICAL:your emotional
preferences
PSYCHOLOGICAL STYLE
THE PROFESSORENCOURAGES STUDENTS’:
• competition
• cooperation
THE PROFESSOR and STUDENT
INDEPENDENCE:
• Expects students to ask for help
• Guides students step by step
THE PROFESSORSTRESSES
IMPORTANCE OF:
• Individual effort
• Group effort
SOCIOLOGICALSOCIOLOGICAL:your interactions
with people
You like to learn: BY YOURSELF IN A PAIR WITH A GROUP WITH AN EXPERT
PHYSICALPHYSICAL:your personal
needs
PHYSICAL STYLE
TIMESENSES 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 CLASSTHE PROFESSOR:
•Mostly lectures
•Mostly holds class discussion
COGNITIVECOGNITIVE
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
•KALEIDOSCOPE
SENSIBLE vs. CREATIVE
RIGHT HEMISPHERE
LEFT HEMISPHERE
1. INPUT2. LANGUAGE3. MEMORY4. TESTS 5. PROCESSING6. PERSUASION7. METAPHORS8. APPEARANCE9. PLANNING10.TIME11. DECISIONMAKING12. MEMORY13. GESTURES
Handoutonline
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, spontaneousad 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 channelHearing – auditory channel• Doing – haptic/ kinesthetic
and tactile channel
Handoutonline
VISUAL total _______
AUDITORY total _______
HAPTIC total _______
AUDITORY LEARNERSAUDITORY LEARNERS
VISUAL LEARNERSVISUAL LEARNERS
HAPTIC LEARNERSHAPTIC LEARNERS
Handoutonline
VISUAL LEARNERSVISUAL 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 LEARNERSAUDITORY LEARNERS
You will usually learn better when You will usually learn better when information comes through your information comes through your
ears - you need to ears - you need to HEARHEAR information; you will probably do information; you will probably do
better in better in lecture lecture situations than in situations than in those requiring a lot of reading.those requiring a lot of reading.
Recite aloud things you want to Recite aloud things you want to
remember.remember.
HAPTIC LEARNERSHAPTIC 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.