Title - University of Leeds · Web viewTitle: Title Author: Angela Keywords: learn style kinaesthetic participant visual Description: Kinaesthetic Modality/Learning Style Visual
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Title: The Development of an Inventory to Assess the Learning Styles of Adults
with Learning Difficulties
Author:
Angela Mary Lisle
Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
AbstractLearners who currently attend Padley Development Centre can participate in therapeutic activities such as pottery, arts and crafts and expressive arts. Other courses include National Vocational Qualifications in woodwork, catering and basic skills. Life-skills have been introduced as part of government initiatives of community development, participation and achievement and inclusive education. The develop of an electronic inventory to assess the learning styles of adults with learning difficulties was seen as one way of achieving inclusion. It was also imperative that what was developed was suitable for all manner of learning task and not just basic skills. What use would a basic skills assessment be in a pottery environment for example? From an inclusivity point of view, every learner that attended the centre must benefit from what was to be created. Learning styles analysis material available was huge but there was actually very little that was appropriate for adults with Learning Difficulties. One area within learning styles: the visual, auditory and kinaesthetic (VAK) representational system, seem the most enabling. The research aims thus became: to develop an electronic inventory to assess the learning styles of adults with learning difficulties, that is user friendly, reliable and valid. During the course of its development, it was discovered that the DfES (2004) were to endorse a learning style inventory based on the work of Smith (1996) for use in secondary education. Smith’s system a long with other VAK systems was the guiding inspiration in the development of the Padley Inventory. The use of VAKs has been derogated as leading to theory-practice pedagogy in education that is mis-interpreted and ill-informed (Geake, 2003, 2005). The focus of this paper therefore is dual in that the ‘user friendliness’ of the tool developed will include a critical appraisal of its use in light of Geake’s (2003, 2005) critique. Assessments have shown that 34% of the participants have visual preferences, 34% have auditory, 23% have kinaesthetic, and 9% have multi-modal learning preferences. Interviews reveal the tool to be user-friendly. It is suggested the project be on going monitoring for fine-tuning of questions.
teaching through the knowledge of learning style preferences. Neuro-Linguistics is
about the way the nervous system (the central nervous system being equated with
cognition) receives information through the senses; including language and nonverbal
communication and the mapping of this information reception to neural matter in the
brain. The programming of neuro-linguistics can be essentially that, enhancing
learners’ ability to organise the nervous and linguistic system for learning and
achievement. Yet advances in the field of neuropsychology have had a counter
productive effect manifest as they have become: theory-practice educational
pedagogy based on over fervent conclusions of behavioural representation in specific
brain areas. Geake (2003, 2005) for example, recoils (in the Hegelian sense: ‘The
phenomenology of Spirit’) at the way neuropsychology has impacted on teaching
practice:
‘…reports estimate a 1000 UK schools are using brain gym exercises. Unfortunately much of this well-intentioned interest is predicated on an over-simplification of brain research e.g. lateralisation biases mis-interpreted as left- and right-brain thinking…from results of experiments that have been mis-interpreted and not environmentally validated outside the experimental lab’ (Geake, in ‘researchintelligence: BERA’, 2005, p11-12).
Geake therefore warns of the use of VAK learning styles inventories including that
endorsed by the DfES (2004) and particularly the brain gym work of theorists such as
Dennison (1999). This left the project in somewhat of a quandary. Was the VAK
modality assessment valid given Geake’s comments? It was felt that not only should
the inventory be analysed and evaluated for validity of purpose but through taking on
board what Geake (2003, 2005) had said, further analysis of the VAK system was
essential in light of his critique and developments in neuropsychology that have mis-
led teaching practice. Therefore a sister paper dealing with Geake’s critique was also
written because in the confines of the word limit here, both topics could not be dealt
with satisfactorily. Insights drawn from the sister paper have inform this one.
The rationale for conducting this study therefore, is to understand the teaching and
learning process fully, particularly the modalities of the cognate process. This will
involve assessing the learning styles of participants with learning difficulties so that as
practitioners we can plan for a diversity of individual differences. As learners,
individuals can in turn influence their learning by firstly understanding it, secondly
and scaffold learning in this way have in fact become know as accelerated learning
theories. The aim as the name suggests is to spur on learning and development
through the understanding of the learners’ learning style or information processing
modality within a given social context. The Neuro Linguistic Programming Approach
was formed, an approach that used the VAK inventory to assess learning styles. Smee
and Smee, (2004, p18) advocates of the Neuro Linguistics Programme, state ‘Bandler
used the VAK model to enable the calibration of individual students’ use of different
forms of mental representation, which has enable experts to re-conceptualise and
begin to make progress in assisting those with “learning difficulties” such as Attention
Deficit Disorder and Dyslexia. . In addition, Fleming and Mills state:
‘We have come to the conclusion that the most realistic approach to the accommodation of learning styles in teaching programs should involve empowering students through knowledge of their own learning styles to adjust their learning behaviour to the learning program they encounter…(w)e believe in assisting students to know themselves and to operate in a meta-cognitive fashion to make adjustments in their learning behaviours’ (Fleming and Mills, 1992, p138).
It is in this context that learning styles/modalities are conducive to learning. Teachers’
knowledge of learning styles and use should be complemented by the individuals’
understanding of learning styles to acquire the full benefit of their use.
The Model Used
As the literature review illustrates this project is based on several others that come
under the general rubric of the accelerated learning and neuro-linguistic programming
theorists that use the VAK modalities as indicators of learning styles (Bandler and
Audi/Vis/Kin Disability Aud/Vis/Kin DisabilityAudi Downs Audi DownsAudi L Diffic Audi DownsAudi L Diffic Audi DownsAudi L Diffic Audi No Verbal ComAudi Anxiety Disorder Audi No Verbal ComKin L Diffic Aud/Kin L DifficVisual Downs Visual L DifficVisual L Diffic Visual L DifficVisual No Verbal Com Visual L Diffic
FEMALE READERS MALE READERSAudi/Vis/Kin Disability Aud/Vis/Kin DisabilityAudi L Diffic Audi L DifficAudi L Diffic Audi L DifficAudi L Diffic Audi L DifficAudi L Diffic Audi L DifficAudi/Vis L Diffic Audi L DifficAud/Kin L Diffic Audi L DifficKin ADHD Audi/Vis L DifficKin Autistic Kin L DifficKin Dyslexia Kin L DifficKin L Diffic Kin L DifficKin L Diffic Kin L DifficKin L Diffic Kin/Vis L DifficKin L Diffic Visual AspergersKin L Diffic Visual DyspraxiaKin L Diffic Visual EpilepsyVisual Downs Visual L DifficVisual Downs Visual L DifficVisual Dyspraxia Visual L DifficVisual L Diffic Visual L DifficVis/Kin Profound Deaf Visual L Diffic
Visual L DifficVisual L Diffic
Related difficulties such as Dyspraxia, Dyslexia, Asperger’s Syndrome, Autism and
ADHA have visual and kinaesthetic learning modality preferences. Down’s Syndrome
individuals and the hearing impaired have auditory and visual modality preferences.
When examining the relationships between literacy and learning style, it appears, this
group’s characteristics tend to be that non-readers prefer visual and auditory learning
styles and that readers have a mixture of learning style preferences (see table above).
So that readers share this similarity with the wider populace and non-readers are
atypical. In this particular sample, five of the non-readers are Down’s Syndrome and
three of them do not communicate verbally, one suffers from anxiety disorder. Nine
of the non-readers did not declare their difficulty, which makes analysis difficult. But,
Down’s Syndrome individuals and the hearing impaired tend to lip-read which
requires visual focusing on lips and facial expressions.
The table below examines the relationship between age and learning style. A part
from one participant who entered further education at sixteen and pre-entry level, and
one participant who entered further education at 21, a mature client and non-reader;
all of the younger clients between 16 and 21are readers. In the younger age group,
60% of the participants have kinaesthetic preferences. Briggs (2000) had similar
finings. In addition, all of the clients with kinaesthetic preferences are readers. It
would be expected clients with visual and auditory preferences be readers more so
than those with kinaesthetic preferences, see diagram here of reader participants:
Audi/Vis/Kin Age Sex E Level Reader Disability Severity1 Audi 17 F 1 Reader L Diffic Mild2 Audi 18 M 1 Reader L Diffic Mild3 Audi 19 M 1 Reader L Diffic Mild4 Audi/Vis 19 M 1 Reader L Diffic Mild
1 Kin 17 F 1 Reader ADHD Mild2 Kin 18 F 1 Reader L Diffic Mild3 Kin 18 F 1 Reader L Diffic Mild4 Kin 18 M 1 Reader L Diffic Mild5 Kin 19 F 1 Reader L Diffic Mild6 Kin 20 M 1 Reader L Diffic Mild7 Kin 21 F 1 Reader L Diffic Mild8 Kin 21 M 1 Reader L Diffic Mild9 Kin/Vis 18 M 2 Reader L Diffic Mild
1 Visual 16 M Pre-Ent Reader Dyspraxia Mild2 Visual 17 F 1 Reader Dyspraxia Mild3 Visual 18 M 1 Reader L Diffic Mild4 Visual 18 M 1 Reader L Diffic Mild5 Visual 20 M 1 Reader L Diffic Mild6 Visual 20 M 1 Reader L Diffic Mild7 Visual 21 F 1 Reader Downs Mod8 Visual 21 M Pre-Ent Non L Diffic Mild
The mature clients aged 22 and over (see table below), tend to be a mixture of readers
and non-readers with learning preferences predominantly auditory, 20, then 13 visual
then kinaesthetic, 6. Mature clients nationally do tend to predominate in further
education rather than sixth form colleges where clients tend to do A levels and NVQ.
The age group of the students then accounts for learning preferences here in line with
finding from Briggs (2000). Disability has an influence on the results here, in that
Down’s Syndrome participants are concentrated in the older age range i.e. 21 and
above. Therefore, there are more non-readers in the older age range, Down’s
Syndrome participants use sign language. Clients with kinaesthetic learning
preferences tend to be readers in this older age group as well as in the young, with the
exception of one female of 47 years of age. Kinaesthetic preferences are more
predominant in the lower age range. Briggs (2000) found that NVQ student who were
expected to be kinaesthetic did in fact have preferences for observing and listening
before doing.
AUDI/VIS/KIN AGE SEX E LEVEL READER DISABILITY SEVERITY1. Aud/Kin 23 F 1 Reader L Diffic Mild2. Aud/Kin 44 M Pre-Ent Non L Diffic Mild3. Audi 23 F Pre-Ent Non Anxiety Disord Mild4. Audi 24 M 1 Reader L Diffic Mild5. Audi 25 M Pre-Ent Non No Verbal Com Mild6. Audi 25 M Pre-Ent Reader L Diffic Mild7. Audi 26 F 1 Reader L Diffic Mild8. Audi 26 F Pre-Ent Non L Diffic Mild9. Audi 26 M Pre-Ent Reader L Diffic Mild10. Audi 27 M Pre-Ent Non No Verbal Com Mild11. Audi 32 M Pre-Ent Non Downs Mod12. Audi 35 F Pre-Ent Non L Diffic Mild13. Audi 39 F 1 Reader L Diffic Mild14. Audi 40 F Pre-Ent Non Downs Mild15. Audi 42 M Pre-Ent Non Downs Mild16. Audi 45 F 1 Reader L Diffic Mild17. Audi 47 F Pre-Ent Non L Diffic Mild18. Audi 53 M Pre-Ent Non Downs Mod19. Audi 61 M 2 Reader L Diffic Mild20. Audi/Vis 42 F Pre-Ent Reader L Diffic Mild
1 Vis/Kin 47 F 1 Reader Profound Deaf Servere2 Visual 23 F Pre-Ent Non L Diffic Mild3 Visual 25 F Pre-Ent Reader Downs Mod4 Visual 25 M 1 Reader Aspergers Mild
5 Visual 27 M 1 Reader Epilepsy Mild6 Visual 28 F Pre-Ent Non No Verbal Com Mild7 Visual 30 F Pre-Ent Reader L Diffic Mild8 Visual 39 M 1 Reader L Diffic Mild9 Visual 40 F Pre-Ent Non Downs Mod10 Visual 40 M Pre-Ent Non L Diffic Mild11 Visual 41 M 1 Reader L Diffic Mild12 Visual 42 M 1 Reader L Diffic Mild13 Visual 43 M Pre-Ent Non L Diffic Mod
1 Kin 25 F 4 Reader Dyslexia Mild2 Kin 27 F 1 Reader Autistic Mod3 Kin 29 F 1 Reader L Diffic Mild4 Kin 35 M 1 Reader L Diffic Mild5 Kin 49 F Pre-Ent Reader L Diffic Mild6 Kin 50 F Pre-Ent Non L Diffic Mild
Analysis and Evaluation of Individual Inventory Questions
All 16 questions are analysed using gender, learning style preference and rader or
non-reader characteristics to see if there is clustering around modalities influenced be
variables other than actual learning style preference. The 16 diagrams are in Appendix
Seven. A summary of the information is presented here.
In answer to the directions question one, almost half of participants chose to be led to
another place (kinaesthetic modality) rather than read a map or listen to directions,
suggesting the kinaesthetic modality is predominant: 28 K > 17 A > 15 V. Given the
level of achievement perhaps something instead of a map might be better used as an
example of visual information and aid to understanding for this question, because it
may have influenced the results.
The response to the greetings question (two) is 27 K > 24 V > 9 A. In the kinaesthetic
modality, females in particular responded with a ‘hug’ majority and males ‘see them’
response, followed by ‘hug’. It is part of the English culture and language to refer to
seeing someone whether you like to hear their voice or hug them. In addition, females
are thought of as the nurturing sex/gender that may account for their preference
majority ‘hug them’. It could be that these cultural influences have affected the
responses here. The males influenced by language and females by gender identity
constructs (Berger and Luckman, 1966: Qakes, Haslam and Turner, 1994).
that the inventory can distinguish between learning styles but the product is by no
means full functional, it is in its infancy and further trials and modifications are
essential before it can be stated positively that it produced valid and reliable results. In
use with informed Personal Developing Planning, it can greatly influence learning in
a positive way. In fact personal development planning is a form of reflective learning
style that incorporates all three modalities of VAK, and is another learning style that
student can benefit from. Rather than focusing on the process of learning as it occurs,
though, reflections inform future learning and development. An integration of both
learning styles: VAK and reflective practice, would be something to consider for
further research and would help make learning difficulties more multi-disciplinary as
Lacey (2000) suggested we should work towards. I hope this research is not too
critical. It could be used to inform future analysis of VAK inventories particularly in
terms of gender differences, cultural influences on questions and relationships
between VAK modalities and learning difficulties.
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Padley Group - DISCOVER HOW YOU LEARN - Results for: Ann Other (bogus name used) Assessment Started: 16:01:52 on 09/03/05 Time taken: 4.7 minutes.
Ann Other is a KINAESTHETIC LEARNER.
Scores on each styleVisual - 19% Auditory - 38% KINAESTHETIC - 44%
RECOMMENDATIONS FOR TUTOR
Visual
Show these learners what you mean/demonstrate Breaking down words and putting them back together will help them
remember Use dictionaries where possible Will benefit from watching videos Learners may want to re-type/re-write notes Will write things down several times Will need silence whilst studying Will need a tidy environment to work in Remembers things they have seen
Auditory
This student will benefit from listening to your instructions Repeat the instructions or learning material being delivered The student will want to talk aloud Let them discuss things in groups This learner will read quickly and therefore may miss out/skip words or
sections, encourage them to use fingers as a guide to slow themselves down May not understand illustration very well, especially in relation to maps They will be distracted easily by sounds
Allow this student to study in shorter periods Break up these study periods with lots of short breaks Allow them to move about a lot Let them experiment with ideas and objects Resources such as guidebooks using practical illustration will be really useful Will fidget whilst listening Will get distracted by movement Remembers things they have done
Individual Question Results
Question 1 name Secs Type of directions 22Question:If you needed to get somewhere nearby, what help would you like?Correct answerto see a map = Visualsomeone to tell you the directions = Auditorysomeone to walk you there = KinaestheticAnswer given:to see a mapQuestion 2 name Secs Greeting 16Question:When you meet an old friend, is it good to..Correct answersee them? = Visualhear them? = Auditoryhug them? = KinaestheticAnswer given:hug them?Question 3 name Secs Teaching methods 18Question:Which of these do you like a teacher to use?Correct answerTalking and discussion = AuditoryDrawings and pictures = VisualPractical activities = KinaestheticAnswer given:Talking and discussionQuestion 4 name Secs
Enjoyment 25Question:What do you enjoy the most?Correct answerListening to music = AuditoryReading and looking at books = VisualDoing things = KinaestheticAnswer given:Doing thingsQuestion 5 name Secs Feelings 18Question:How can you tell how another person is feeling?Correct answerBy how their voice sounds = AuditoryBy how they act = KinaestheticBy the look on their face = VisualAnswer given:By how their voice soundsQuestion 6 name Secs Aids to memory 18Question:What helps you to remember?Correct answerTrying things yourself = KinaestheticListening to instructions = AuditorySomeone showing pictures to you = VisualAnswer given:Trying things yourselfQuestion 7 name Secs Best way to learn 17Question:What is the best way for you to learn?Correct answerBy watching how its done = VisualBy trying to do it yourself = KinaestheticBy listening to an explanation = AuditoryAnswer given:By trying to do it yourselfQuestion 8 name Secs Favourite pastimes 15Question:Do you like to..Correct answer
listen to stories? = Auditoryplay games with friends? = Kinaestheticlook at pictures? = VisualAnswer given:play games with friends?Question 9 name Secs Passtimes with friends 19Question:Which one of these do you like the best?Correct answerTalking to friends on the telephone = AuditoryMeeting friends face to face = VisualDoing something with friends = KinaestheticAnswer given:Meeting friends face to faceQuestion 10 name Secs What do you notice 16Question:What do you notice most about people?Correct answerHow they sound when they talk = AuditoryHow they dress or look = VisualHow they stand or move = KinaestheticAnswer given:How they sound when they talkQuestion 11 name Secs What is a good time 13Question:Do you have a good time when you are..Correct answertalking to friends? = Auditoryplaying games? = Kinaestheticlooking at pictures? = VisualAnswer given:talking to friends?Question 12 name Secs Playing new games 17Question:How do you like to learn to play a new game?Correct answerBy someone explaining the rules = AuditoryBy watching other people play first = VisualBy learning as you play = KinaestheticAnswer given:By learning as you play
Question 13 name Secs Remember most 14Question:Do you remember most when you..Correct answerdo things? = Kinaesthetichear things? = Auditorysee things? = VisualAnswer given:do things?Question 14 name Secs Remember about people 17
Question:What do you remember best about people?Correct answerNames = AuditoryThings you have done with people = KinaestheticFaces = VisualAnswer given:NamesQuestion 15 name Secs Remember about people 17
Question:Which of these would you like to do most?Correct answerWatch TV = VisualMake something = KinaestheticListen to music = AuditoryAnswer given:Listen to musicQuestion 16 name Secs New HiFi 17Question:If you got a new Hi-Fi, what would you do first?Correct answerAsk someone how it works = AuditoryJust start putting it together = KinaestheticLook at instructions and pictures = VisualAnswer given:Look at instructions and pictures
TITLE OF PROJECTAssessing an Inventory that Measures the Learning Styles of Adults with Learning Difficulties
ETHICS APPROVALThis consent form will be used as informed consent.
IDENTITY OF RESEARCHERSAngela Lisle: Academic Supervisor/AdvisorKaren Lawcock: Research Worker/Tutor
PURPOSE OF THE RESEARCHTo investigate the validity and accessibility of computer based software that assesses the learning styles of adults with learning difficulties. At the end of the assessment the learner will be given a card that contains information about his/her learning style preference. This information will allow the learner to maximise learning by identifying whether s/he has visual, auditory or kinaesthetic learning preferences.
The education system usually adopts teaching styles that suit visual and auditory learners rather than kinaesthetic. By identifying the learner’s style of learning, it will enable the teacher/instructor to plan teaching sessions that maximise learning for the adult learner’s style identified. In addition, the teacher will be able to encourage the adult learner to develop the other aspects of their learning faculties. So that for example, if a learner has visual preferences, they can be encouraged to develop their auditory and kinaesthetic learning faculties.
PARTICIPANTSThe diagnostic tool is aimed specifically at adult with learning difficulties. The approximate age range is 18 to 60 years. Equal numbers of males and females will be asked to take part. Participation is voluntary and potential participants have the right to refuse to partake if they do not want to. The participant can also withdraw at any point in the assessment if s/he so wishes.
CONFIDENTIALITY All participants will remain anonymous, that is, will not be named in text or other materials disseminated from this study, including the context and setting for the assessments. If for any reason a participant does not want his/her assessment details used in the study they can retract the information.
The assessment details of each participant will be given to him/her only and teaching staff, if they so wish. In addition, participants will have access to the overall details of the research once the data has been analysed and evaluated.
Information from the study will be sent to Derby University where it will be analysed by the research staff named herewith. The findings from the study will be distributed to the Padley Group Charity and various other bodies who have funded the study. Research findings will also be sent for publication in suitable journals chosen by the researcher.
DESCRIPTION OF THE RESEARCHThe test will last for approximately 10 to 15 minutes. It is a computer-based assessment, which means the volunteer will use the media of computer software to assess his/her learning style with the aid of the researcher.
The volunteer will be seated in a comfortable but quite room, out of direct light to prevent glare. The researcher will guide the volunteer through the assessment.
Volunteers will be assessed individually. There are 16 questions and the volunteer should respond to all questions. If at any point the volunteer does not understand a question or response, then the research will explain whichever is appropriate.
The computer software ‘Padley Inventory Tool to Assess Learning Styles of Adult with Learning Difficulties’ will store the results of each assessment and calculate the learning style. At the end of the assessment the researcher will administer the learning style assessment card for each individual learner.
CONSENTI have read the information herewith and I understand that I will in no way be forced to take part if I do not want to. If I do decide to take part I understand that I can withdraw at any time. I can ask questions during the assessment if I so wish and even after I have done the assessment I can retract the information that relates directly to me. On these grounds only do I consent to taking part in this research:
Participant’s signature:………………………………………………….
Researcher’s signature:…………………………………………………
Appendix Three
PARTICIPANT DETAILS
Name:………………………………………………...…Age:…………..
Sex:……………………………………Ethnicity:…………………….….
Circle that which pertains to participant:
Entry level : 1 2 3 4 (and over)
Reader Non-reader
Disability:………………………………………………………………….
Circle that which pertains to participant:
Mild Moderate Severe
Has done a similar test and got the following results:……………….
Did the Granada test and got the following results:………………….
Circle that which pertains to participant:
Found the test stressful/ did not find the test stressful
If the participant found the test stressful, then ask why?
Did the participant complete the assessment? Yes/No
What results did s/he get?………………………………………………
Would the participant like to make any comments about the test?
Ie, were the questions easy to understand?
Were the pictures a valuable aid to understanding the questions?
Was the voiceover a valuable aid to understanding the questions?
Male voice requested Female voice requested Why fe/male?
Were the activities in the pictures a valuable aid to understanding the questions?
DEBRIEFINGThank you for taking part in this study. The card I am about to give you tells you your preferred learning style. You may have more than one learning style or two more prominent ones or one most prominent. Use the card to aid your learning. Your teacher/lecturer will help you.
Any information you have given the researcher today will not be used without your permission. You will not be named nor will the setting where you study. Hope you find the test results useful.
All 16 questions are analysed using gender, learning style preference and reader or
non-reader characteristics to see if there is clustering around modalities that is
influenced be variables other than actual learning style preference.
Type of Direction Question 1: If you needed to get somewhere nearby, what help would you like?Answers to choose from:Visual: To see a mapAuditory: Someone to tell you the directionsKinaesthetic: Someone to walk you there
Greeting Question 2: When you meet an old friend, is it good to…Answers to choose fromVisual: See them?Auditory: Hear them?Kinaesthetic: Hug them?
Teaching Methods Question 3: Which of these do you like a teacher to use?Answers to choose fromVisual: Drawings and picturesAuditory: Talking and discussionKinaesthetic: Practical activities
Enjoyment Question 4: What do you enjoy the most?Answers to choose fromVisual: Reading and looking at books Auditory: Listening to music Kinaesthetic: Doing things
Feelings Question 5: How can you tell how another person is feeling?
Answers to choose fromVisual: By the look on their face Auditory: By how their voice sounds Kinaesthetic: By how they act
Aids to memory Question 6: What helps you to remember?Answers to choose fromVisual: Someone showing pictures to you Auditory: Listening to instructions Kinaesthetic: Trying things yourself
Best way to learn Question 7: What is the best way for you to learn?Answers to choose fromVisual: By watching how it’s doneAuditory: By listening to an explanation Kinaesthetic: By trying to do it yourself
Favourite pastimes Question 8: Do you like to…Choice of AnswersVisual: look at pictures? Auditory: listen to stories? Kinaesthetic: play games with friends?
Pastimes with friends Question 9: Which one of these do you like best?Choice of AnswersVisual: Meeting friends face to face Auditory: Talking to friends on the telephone Kinaesthetic: Doing something with friends
What do you notice Question 10: What do you notice most about people?Choice of AnswersVisual: How they dress or look Auditory: How they sound when they talk Kinaesthetic: How they stand or move
What is a good time Question 11: Do you have a good time when you are…Choice of AnswersVisual: looking at pictures? Auditory: talking to friends? Kinaesthetic: playing games?
Playing new games Question 12: How do you like to learn to play a new game?Choice of AnswersVisual: By watching other people play first Auditory: By someone explaining the rules Kinaesthetic: By learning as you play
Remember most Question 13: Do you remember most when you…Choice of Answers Visual: see things? Auditory: hear things? Kinaesthetic: do things?
Remember about people Question 14: What do you remember best about people?Choice of AnswersVisual: Faces Auditory: Names Kinaesthetic: Things you have done with people
Remember about people Question 15: Which of these would you like to do most?Choice of AnswersVisual: Watch TV Auditory: Listen to music Kinaesthetic: Make something
New HiFi Question 16: If you got a new Hi-Fi, what would you do first?Choice of AnswersVisual: Look at instructions and pictures Auditory: Ask someone how it works Kinaesthetic: Just start putting it together