Name __________________________________ Period _______ How Do You Like to Learn?

Read each pair of statements below. Decide which statement in each pair is the most true for you. Circle yes for the statement in each pair that is the most like you.

1. I study best when it is quiet. Yes No

2. I am able to ignore the noise of other people talking while I am working. Yes No

3. I like to work at a table or desk. Yes No

4. I like to work on the floor. Yes No

5. I work hard by myself. Yes No

6. I work hard for my parents or teacher. Yes No

7. I will work on an assignment until it is completed, no matter what. Yes No

8. Sometimes I get frustrated with my work and do not finish it. Yes No

9. When my teacher gives an assignment, I like to have exact steps on how to complete it. Yes No

10. When my teacher gives an assignment, I like to create my own steps on how to complete it. Yes No

11. I like to work by myself. Yes No

12. I like to work in pairs or in groups. Yes No

13. I like to have unlimited amount of time to work on an assignment. Yes No

14. I like to have a certain amount of time to work on an assignment. Yes No

15. I like to learn by moving and doing. Yes No

16. I like to learn while sitting at my desk. Yes No

Name ___________________________________ Period _______ The Modality Preferences Instrument Directions: For each item, circle “A” if you agree that the statement describes you most of the time.

Circle “D” if you disagree that the statement describes you most of the time.

1. A D I prefer reading a story rather than listening to someone tell it.

2. A D I would rather watch television than listen to the radio.

3. A D I remember faces better than names.

4. A D I like classrooms with lots of posters and pictures around the room.

5. A D The appearance of my handwriting is important to me.

6. A D I think more often in pictures.

7. A D I am distracted by visual disorder or movement.

8. A D I have difficulty remembering directions that were told to me.

9. A D I would rather watch athletic events than participate in them.

10. A D I tend to organize my thoughts by writing them down.

11. A D My facial expression is a good indicator of my emotions.

12. A D I tend to remember names better than faces.

13. A D I would enjoy taking part in dramatic events like plays.

14. A D I tend to sub vocalize and think in sounds.

15. A D I am easily distracted by sounds.

16. A D I easily forget what I read unless I talk about it.

17. A D I would rather listen to the radio than watch TV.

18. A D My handwriting is not very good.

19. A D When faced with a problem, I tend to talk it through.

20. A D I express my emotions verbally.

21. A D I would rather be in a group discussion then read about a topic.

22. A D I prefer talking on the phone rather than writing a letter to someone

23. A D I would rather participate in athletic events than watch them.

24. A D I prefer going to museums where I can touch the exhibits.

25. A D My handwriting deteriorates when the space becomes smaller.

26. A D My mental pictures are usually accompanied by movement.

27. A D I like being outdoors and doing things like biking, camping, swimming, hiking etc.

28. A D I remember best what was done rather then what was seen or talked about.

29. A D When faced with a problem, I often select the solution involving the greatest activity.

30. A D I like to make models or other hand crafted items.

31. A D I would rather do experiments than read about them.

32. A D My body language is a good indicator of my emotions.

33. A D I have difficulty remembering verbal directions if I have not done the activity before.

Name _____________________________________________________ Period ___________

Interpreting The Modality Preferences Instrument Score

Total the number of “A” responses in items 1-11: _____ This is your visual score

Total the number of “A” responses in items 12-22: _____ This is your auditory score

Total the number of “A” responses in items 23-33: _____ This is you tactile/kinesthetic score

If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation.

If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.

If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.

Name _____________________________________________________ Period ___________

Interpreting The Modality Preferences Instrument Score

Total the number of “A” responses in items 1-11: _____ This is your visual score

Total the number of “A” responses in items 12-22: _____ This is your auditory score

Total the number of “A” responses in items 23-33: _____ This is you tactile/kinesthetic score

If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation.

If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.

If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.

Name ____________________________________ Period ________ The Theory of Multiple Intelligences

Where does your true intelligence (processing ability) lie? This self-assessment can help you determine where you stand. Read each statement. On the line in front of each statement, write T, F, or leave it blank.. If the statement expresses some characteristic of yours and sounds true for the most part write a T.If the statement doesn’t sound like you, mark an F. If the statement is sometimes true, sometimes false, leave it blank.

1. _____ I’d rather draw a map than give someone verbal directions.

2. _____ I can play (or used to play) a musical instrument.

3. _____ I can associate music with my moods.

4. _____ I can add or multiply quickly in my head.

5. _____ I like to work with calculators and computers.

6. _____ I pick up new dance steps quickly.

7. _____ It’s easy for me to say what I think in an argument or debate.

8. _____ I enjoy a good lecture, speech, or sermon.

9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music.

11. _____ I always understand the directions that comes with new gadgets or appliances.

12. _____ I like to work puzzles and play games.

13. _____ Learning to ride a bike (or skate) was easy.

14. _____ I am irritated when I hear an argument or statement that sounds illogical.

15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting).

18. _____ I am good at finding the fine points of word meanings.

19. _____ I can look at an object one way and see it turned sideways or backwards just as easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle, and sing in the shower or when I am alone.

24. _____ I’m good at athletics.

25. _____ I’d like to study the structure and logic of languages.

26. _____ I’m usually aware of the expressions on my face.

27. _____ I’m sensitive to the expressions on other people’s faces.

28. _____ I stay in touch with my moods. I have no trouble identifying them.

29. _____I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.

Name _______________________________________________ Period _________

The Theory of Multiple Intelligences Scoring Sheet Place a checkmark by each item, which you marked as "True." Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well. A B C D ELinguistic Logical Musical Spatial Kinesthetic7 ____ 4 ____ 2 ____ 1 ____ 6 ____8 ____ 5 ____ 3 ____ 9 ____ 13 ____14 ___ 12 ___ 10 ___ 11 ___ 15 ____18 ___ 16 ___ 20 ___ 19 ___ 17 ____25 ___ 21 ___ 23 ___ 22 ___ 24 ____------------------ ---------------- --------------- ----------------- ------------------Total = ___ Total = ___ Total = ___ Total = ___ Total = ___

F GIntrapersonal Interpersonal26 ___ 27 ___28 ___ 29 ___

30 ___------------------ ---------------- Total = ___ Total = ___

Name _______________________________________________ Period _________

The Theory of Multiple Intelligences Scoring Sheet Place a checkmark by each item, which you marked as "True." Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well. A B C D ELinguistic Logical Musical Spatial Kinesthetic7 ____ 4 ____ 2 ____ 1 ____ 6 ____8 ____ 5 ____ 3 ____ 9 ____ 13 ____14 ___ 12 ___ 10 ___ 11 ___ 15 ____18 ___ 16 ___ 20 ___ 19 ___ 17 ____25 ___ 21 ___ 23 ___ 22 ___ 24 ____------------------ ---------------- --------------- ----------------- ------------------Total = ___ Total = ___ Total = ___ Total = ___ Total = ___

F GIntrapersonal Interpersonal26 ___ 27 ___28 ___ 29 ___

30 ___------------------ ---------------- Total = ___ Total = ___

Name _______________________________________________ Period _________

Sternberg’s Triarchic Theory of Intelligences Survey

Mark each sentence T if you like to do the activity and F if you do not like to do the activity.

1. _____ Analyzing characters when I’m reading or listening to a story

2. _____ Designing new things

3. _____ Taking things apart and fixing them

4. _____ Comparing and contrasting points of view

5. _____ Coming up with ideas

6. _____ Learning through hands-on activities

7. _____ Criticizing my own and other kids’ work

8. _____ Using my imagination

9. _____ Putting into practice things I learned

10. _____ Thinking clearly and analytically

11. _____ Thinking of alternative solutions

12. _____ Working with people in teams or groups

13. _____ Solving logical problems

14. _____ Noticing things others often ignore

15. _____ Resolving conflicts

16. _____ Evaluating my own and other’s points of view

17. _____ Thinking in pictures and images

18. _____ Advising friends on their problems

19. _____ Explaining difficult ideas or problems to others

20. _____ Supposing things were different

21. _____ Convincing someone to do something

22. _____ Making inferences and deriving conclusions

23. _____ Drawing

24. _____ Learning by interacting with others

25. _____ Sorting and classifying

26. _____ Inventing new words, games, approaches

27. _____ Applying my knowledge

28. _____ Using graphic organizers or images to organize your thoughts

29. _____ Composing

30. _____ Adapting to new situations

Name _______________________________________________ Period _________

Sternberg’s Triarchic Theory of Intelligences Key

Transfer your answers from the survey to the key. The column with the most true responses is your dominant intelligence.

Analytical Creative Practical1. ___ 2. ___ 3. ___4. ___ 5. ___ 6. ___7. ___ 8. ___ 9. ___10. ___ 11. ___ 12. ___13. ___ 14. ___ 15. ___16. ___ 17. ___ 18. ___19. ___ 20. ___ 21. ___22. ___ 23. ___ 24. ___25. ___ 26. ___ 27. ___28. ___ 29. ___ 30. ___

Total Number of True:

Analytical ____ Creative _____ Practical _____

Name _______________________________________________ Period _________

Sternberg’s Triarchic Theory of Intelligences Key

Transfer your answers from the survey to the key. The column with the most true responses is your dominant intelligence.

Analytical Creative Practical1. ___ 2. ___ 3. ___4. ___ 5. ___ 6. ___7. ___ 8. ___ 9. ___10. ___ 11. ___ 12. ___13. ___ 14. ___ 15. ___16. ___ 17. ___ 18. ___19. ___ 20. ___ 21. ___22. ___ 23. ___ 24. ___25. ___ 26. ___ 27. ___28. ___ 29. ___ 30. ___

Total Number of True:

Analytical ____ Creative _____ Practical _____

Name _______________________________________________ Period _________

Personality Array Interaction InventoryDirections:

• Rank order the responses in rows below on a scale from 1 to 4 with 1 being “least like me” to 4 being “most like me”.• After you have ranked each row, add down each column.• The column with the highest score shows your primary interaction goals based on your personality.

1. In your normal day-to-day life, you tend to be:

NurturingSensitiveCaring

  LogicalSystematicOrganized

  SpontaneousCreativePlayful

  QuietInsightfulReflective

 

2. In your normal day-to-day life, you tend to value:HarmonyRelationships are

important

  WorkTime schedules are

important

  StimulationHaving fun is

important

  ReflectionHaving some time alone is important

 

3. In most settings, you are usually:AuthenticCompassionateHarmonious

  TraditionalResponsibleParental

  ActiveOpportunisticSpontaneous

  InventiveCompetentSeeking

 

4. In most situations, you could be described as:EmpatheticCommunicativeDevoted

  PracticalCompetitiveLoyal

  ImpetuousImpactfulDaring

  ConceptualKnowledgeableComposed

 

5. You approach most tasks in a(n) _________ manner:AffectionateInspirationalVivacious

  ConventionalOrderlyConcerned

  CourageousAdventurousImpulsive

  RationalPhilosophicalComplex

 

6. When things aren’t going your way or if you are tired and worn down, what might your responses be?Say “I’m sorry”Make mistakesFeel badly

  Over-controlBecome criticalTake charge

  “It’s not my fault”ManipulateAct out

  WithdrawDon’t talkBecome indecisive

 

7. When you’ve “had a bad day” and you become frustrated, how might you respond?Over-pleaseCryFeel depressed

  Be perfectionisticVerbally attackOverwork

  Become physicalBe irresponsibleDemand attention

  DisengageDelayDaydream

 

Add scores in all 4 columns:

Winnie 

Rabbit  

Tigger 

Eeyore 

Name _______________________________________________ Period _________

Personality Array Interaction Inventory

Usually, one or two personality components tend to greatly influence the way a person sees the world and responds to it. Every personality type has strengths that will be helpful in group settings. However, all personality types have traits that can make collaboration difficult. Understanding and appreciating our personality traits can help us to work together as a team much more effectively. Being aware of our own personality pitfalls can help us to keep those behaviors in check.

A person who is primarily like Winnie is caring, nurturing and sensitive.

A person who is primarily like Rabbit is organized, logical and thinking-oriented.

A person who is primarily like Tigger is enthusiastic, spontaneous and action-oriented.

A person who is primarily like Eeyore is insightful, reflective and observant.

The chart below describes the strengths and pitfalls of each personality type.

  WHICH PERSONALITY ARE YOU MOST LIKE?

WINNIE RABBIT TIGGER EEYORE

STRENGTHS:(Behaviors that will be helpful to your team)

CaringSensitiveNurturingHarmonizingFeeling-oriented

LogicalStructuredOrganizedSystematicThinking-oriented

SpontaneousCreativePlayfulEnthusiasticAction-oriented

QuietImaginativeInsightfulReflectiveInaction-oriented

POSSIBLE PITFALLS:(Behaviors that will make teamwork difficult if not kept in check)

OveradaptiveOverpleasingMakes mistakesCries or gigglesSelf-defeating

OvercriticalOverworksPerfectionistVerbally attacksDemanding

DisruptiveBlamesIrresponsibleDemands attentionDefiant

DisengagingWithdrawnDelaysDespondentDaydreams

For Educator’s Eyes Only!

Personal Objectives/Personality Components Teacher and student personalities are a critical element in the classroom dynamic. The Array Model (Knaupp, 1995) identifies four personality components; however, one or two components(s) tend to greatly influence the way a person sees the world and responds to it. A person whose primary Personal Objective of Production is organized, logical and thinking-oriented. A person whose primary Personal Objective is Connection is enthusiastic, spontaneous and action-oriented. A person whose primary Personal Objective is Status Quo is insightful, reflective and observant. Figure 3.1 presents the Array model descriptors and offers specific Cooperative and Reluctant behaviors from each personal objective.

  Personal Objectives/Personality ComponentWINNIE RABBIT TIGGER EEYORE

COOPERATIVE(Positive Behavior)

CaringSensitiveNurturingHarmonizingFeeling-oriented

LogicalStructuredOrganizedSystematicThinking-oriented

SpontaneousCreativePlayfulEnthusiasticAction-oriented

QuietImaginativeInsightfulReflectiveInaction-oriented

RELUCTANT(Negative Behavior)

OveradaptiveOverpleasingMakes mistakesCries or gigglesSelf-defeating

OvercriticalOverworksPerfectionistVerbally attacksDemanding

DisruptiveBlamesIrresponsibleDemands attentionDefiant

DisengagingWithdrawnDelaysDespondentDaydreams

PSYCHOLOGICAL NEEDS

FriendshipsSensory experience

Task completionTime schedule

Contact with peopleFun activities

Alone timeStability

WAYS TO MEET NEEDS

Value their feelingsComfortable work placePleasing learning environmentWork with a friend sharing times

Value their ideasIncentivesRewardsLeadership positionsSchedulesTo-do lists

Value their activityHands-on activitiesGroup interactionGamesChange in routine

Value their privacyAlone timeIndependent activitiesSpecific directionsComputer activitiesRoutine tasks

Name _____________________________________________________________________ Period ______

Strategies To Use For Your Learning Styles

I. Modality Preferences

A. Visual Sit close to the front of the class Take a lot of notes Use visual aids like charts, diagrams and pictures Draw pictures of vocabulary words Underline and use stars to stress important material Use visual memory drills or create mnemonic devices (example: PEMDAS) Make flash cards of information you have to learn or know Use color and highlighters to emphasize important information

B. Auditory After reading something, summarize it out loud Read orally Review material out loud with a friend Use class notes from another student Use auditory memory drills and mnemonic devices (example: PEMDAS) Make flash cards but say the answers out loud Have a study partner ask you questions from your flash cards or notes Cover the material and then say it out loud Record facts on a tape recorder and play it back “Talk through” written procedures (Example: “First I will…. Next I will….) Give reports orally when given the option Practice facts by saying them aloud or whispering them to yourself

C. Tactile/Kinesthetic Write information to be learned several times – keep rewriting the facts Take good notes in class, keep them and rewrite them several times Trace vocabulary or spelling words as you say them Make up study games in which you move objects or cards Use real objects when doing math problems Make up a movement or dance to help you remember key facts (Example: Our silent symbol in

math to answer the question, “What do opposites always do to each other?”)

II. Multiple Intelligences

A. Linguistic Hear and see words Speak / talk to others about what you are learning Tell stories Read information Write details, notes, information to be learned Discuss what you’ve read, what you’re thinking, what you are supposed to do Debate ideas with a study partner Memorize key ideas Create and/or solve puzzles about the important things to be learned

B. Logical Ask questions about what you are learning Look for patterns and relationships among key ideas Classify and categorize material to be learned Perform experiments or tests Work with numbers Create number memory devices or lists of the steps to use Make up problems to be solved using the information to be learned Try to figure out how things work or why a specific rule or pattern is given

C. Spatial Visualize key ideas to be learned or make mental pictures of information Use colors to highlight key ideas, words or facts Make an outline of class notes Create a drawing or picture of the information to be learned Use or make maps, charts, diagrams and other visual aids Draw, build, design or create things to show what you have learned Make up and solve puzzles and mazes

D. Kinesthetic Touch objects Move around while learning or studying Talk to others during learning and studying times Create skits or plays to act out key ideas Make up games that require moving objects Use manipulatives to learn and explore material Build models of what you are learning Draw, cut, and paste materials together to make study guides Write notes or key facts over and over

E. Musical Make up rhymes or songs to remember key facts Tap your toe or clap to set a pace for saying information to be learned Hum while working Listen to music while you work or study Think of a specific sound to go with important ideas to be learned

F. Intrapersonal Work alone when given the choice Think about how what you are learning makes you feel or how you’d feel in a specific situation

Take time each day to reflect on what you have learned Set personal learning goals and keep track of your progress/growth Choose projects or topics that interest you

G. Interpersonal Work in teams or with partners when given the choice Talk about what you are learning – share information with family or friends Listen to what others think about how to solve a problem or do an assignment Help someone who is confused learn the material

III. Sternberg Triarchic Intelligence

A. Analytical Show the parts/pieces of what you need to learn Explain how the parts/pieces are connected and how they work Explain why something works the way it does Diagram the effects of the material you’re learning on something else Identify the key parts of what you are studying Present a step-by-step approach to do a specific skill

B. CreativeFind a new way to show what you have learnedUse unusual materials to explain the ideasUse humor to show what you knowExplain/show a new and better way to do a taskMake connections between two topics you are studying to help someone else understand itPretend you are someone or something else; use your “new” perspective to help us think about the

topic we are studying

C. PracticalDemonstrate how someone would use the information to be learned in their life or workShow how you could apply the information to solve a real life problemBased on your experience, explain how what you are studying can be usedUsing your knowledge of what we are studying, develop a plan to address a real problem at school or

in life

IV. Personality Type

A. Winnie Strengths

Caring Sensitive Helpful to others Like everyone to get along

Weaknesses Try too hard to please others Feel bad about mistakes you make Cry or giggle when you are uncomfortable Self-defeating

B. Rabbit Strengths

Logical Organized Follow the rules Know what needs to be done

Weaknesses Very critical of others Focus on work and miss time deadlines Verbally unkind to others Perfectionistic

C. Tigger Strengths

Creative Like to have fun while

working Enthusiastic Like to get things done

Weaknesses Blame others Demand attention Disruptive Irresponsible – don’t do what you are supposed to be doing

D. Eeyore Strengths

Quiet Reflective Listen to others Patient

Weaknesses Withdraw Don’t like to work with

others Delay getting things done Daydream

STERNBERG’S INTELLIGENCES (analytical, practical, creative) MODALITIES (visual, auditory, tactile)

MULTIPLE INTELLIGENCES (linguistic, logical, musical, kinesthetic, spatial, intrapersonal, interpersonal) PERSONALITY TYPES (Winnie, Rabit, Tigger, Eeyore)