diagnosing learning style. environmental psychological sociological physical cognitive
TRANSCRIPT
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DIAGNOSING DIAGNOSING LEARNING LEARNING
STYLESTYLEHandoutonline
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ENVIRONMENTALENVIRONMENTALPSYCHOLOGICALPSYCHOLOGICALSOCIOLOGICALSOCIOLOGICALPHYSICALPHYSICALCOGNITIVECOGNITIVE
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ENVIRONMENTALENVIRONMENTAL:your external surroundings
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ENVIRONMENTAL ELEMENTS
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Your preferences about: AMOUNT OF SOUND TYPE/ AMOUNT OF LIGHT TEMPERATURE FURNITURE
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PSYCHOLOGICALPSYCHOLOGICAL:your emotional
preferences
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PSYCHOLOGICAL STYLE
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THE PROFESSORENCOURAGES STUDENTS’:
• competition
• cooperation
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THE PROFESSOR and STUDENT
INDEPENDENCE:
• Expects students to ask for help
• Guides students step by step
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THE PROFESSORSTRESSES
IMPORTANCE OF:
• Individual effort
• Group effort
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SOCIOLOGICALSOCIOLOGICAL:your interactions
with people
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You like to learn: BY YOURSELF IN A PAIR WITH A GROUP WITH AN EXPERT
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PHYSICALPHYSICAL:your personal
needs
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PHYSICAL STYLE
TIMESENSES MOBILITYINTAKE
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Your preferences: PERCEPTUAL
(senses) INTAKE TIME MOBILITY
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WHEN GIVING DIRECTION,
THE PROFESSOR:
• “Tells” what to do
• “Shows” what to do
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THE PROFESSOR and VISUAL
AIDS:
•uses often
•uses rarely
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DURING CLASSTHE PROFESSOR:
•Mostly lectures
•Mostly holds class discussion
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COGNITIVECOGNITIVE
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You think: ANALYTICALLY(starting with the details)
vs. GLOBALLY(starting with the big picture)
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Logical or intuitive?
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Or you think: INDUCTIVELY
(specifically)
vs. DEDUCTIVELY
(generalizing)
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You react: REFLECTIVELY
vs. SPONTANEOUSLY
“impulsively”
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CEREBRAL PREFERENCE
LEFT BRAIN vs.
RIGHT BRAIN
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You process via: LEFT BRAIN
(verbal, logical)
vs. RIGHT BRAIN
(visual, creative)
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LEFT BRAIN vs.
RIGHT BRAIN
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•DIGITAL COMPUTER
•KALEIDOSCOPE
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SENSIBLE vs. CREATIVE
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RIGHT HEMISPHERE
LEFT HEMISPHERE
1. INPUT2. LANGUAGE3. MEMORY4. TESTS 5. PROCESSING6. PERSUASION7. METAPHORS8. APPEARANCE9. PLANNING10.TIME11. DECISIONMAKING12. MEMORY13. GESTURES
Handoutonline
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1. RECEIVING
•prefers verbal information
•prefers visual, tactile information
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2. LANGUAGE
• responds to word’s meaning
• responds to word’s tone,
pitch, emotional content
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Oops!
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3. MEMORY
• recalls facts, dates
• recalls faces, images
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4. TESTING•better at multiple-choice tests
•better at essay exams
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5. PROCESSING•wants info in sequence, step-by-step
•wants info in chunks, patterns, as a whole
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6. PERSUASION• responds to logical appeals
• responds to emotional appeals
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7. METAPHORS
• rarely uses metaphor
• frequently uses metaphors
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APPEARANCE
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8. APPEARANCE
• looks neat,
straight, organized
• looks disorganized, untidy
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9. PLANNING
• structured, plans ahead
•fluid, spontaneousad libs
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10. TIME
•punctual, with a strong sense of time
• little sense of time
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11. DECISIONMAKING
• reflective: considers decisions
• spontaneous:
quick decisions
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12. MEMORY• recalls people’s names
• recalls people’s faces
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13. GESTURES• speaks with few gestures
•gestures when speaking
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seeing smelling hearing touching doing
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Sensory Preferences
• Seeing – visual channel• Hearing – auditory channelHearing – auditory channel• Doing – haptic/ kinesthetic
and tactile channel
Handoutonline
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VISUAL total _______
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AUDITORY total _______
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HAPTIC total _______
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AUDITORY LEARNERSAUDITORY LEARNERS
VISUAL LEARNERSVISUAL LEARNERS
HAPTIC LEARNERSHAPTIC LEARNERS
Handoutonline
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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.
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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.
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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
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WHERE TO SIT
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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.
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BEGINNING A READING ASSIGNMENT
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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.
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USING HIGHLIGHTING
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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.
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MEMORIZING
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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.
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TO HAVE NOISE OR
NOT TO HAVE NOISE
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Music or white noise in the background can help siphon off
distracting energy.