Chapter 4 Learning Styles Personality assessment

Sabiduria • Two sides of learning – Knowledge – Wisdom

• Brain function contributes to learning Your brain

The brain & learning • • 3 lbs Control center – Think – Feel – Act • Where learning takes place

Hardworking brain • • • • • • Involuntary functions Balance Voluntary actions Emotional reactions Reasoning & thinking Interpret senses

Brain Zones • • • The brain stem – Connects brain to spinal cord – Control basic functions Cerebellum – Balance & coordination Cerebrum – High-level functioning – Voluntary movements

The Cerebrum – A house divided • 2 hemispheres – Left • • • Language Logic Right side of the body – Right • Art & music • • • Imagination Non-verbal Left side of the body

On a cellular level • Functional unit of the brain – Neuron – Receive and send messages – Nerve impulse travels 200 miles an hour

Making connections • • Learn  connections between neurons Learn  FASTER

Keep your brain healthy • Diet impacts brain performance

Learning Styles • “a particular way in which the mind receives and processes information”

How can you discover your learning style?

• • http://learning-styles online.com/inventory/#online Pg 116 of your text book

What is the value of learning style assessments?

• • • • Maximize strengths Compensate for weaknesses ID’s – Best way to study – Manage time – Remember material General guide

How do I put assessment results in perspective?

• • • • Remember – snapshot No right answers Try different approaches  – analyze results Multiple pathways

Multiple Intelligence Pathways • Howard Gardner

Multiple Intelligence Pathways • • • • • • • • Verbal-Linguistic Logical-Mathematical Bodily-Kinesthetic Visual-Spatial Interpersonal Intrapersonal Musical Naturalistic

Verbal - Linguistic • Ability to communicate through language (listening, reading, writing, speaking)

Logical-mathematical • Ability to understand logical reasoning and problem solving (math, science, patterns sequences)

Bodily-Kinesthetic • Ability to use the physical body skillfully and to take in knowledge through bodily sensation (coordination, working with hands)

Visual-Spatial • Ability to understand spatial relationships and to perceive and create images (visual arts, graphic design, charts and maps)

Interpersonal • Ability to relate to others, noticing their moods, motivations and feelings (social activity, cooperative learning, teamwork)

Intrapersonal • Ability to understand one’s own behavior and feelings

Musical • Ability to comprehend and create meaningful sound and recognize patterns (music, sensitivity to sound and patterns)

Naturalistic • Ability to identify, distinguish, categorize and classify species or items, often incorporating high interest in elements of the natural environment

Who do you think you are?

A. Verbal-linguistic B. Logical-mathematical C. Bodily-Kinesthetic D. Visual-spatial E. None of these

Who do you think you are?

A. Interpersonal B. Intrapersonal C. Musical D. Naturalistic E. None of these

Take & Score the Assessment Test Page 115-116

Verbal - Linguistic • • • • •

SKILLS

Analyzing own use of language Remembering terms easily Explaining, teaching, learning using humor Understanding syntax and work meaning Convincing someone to do something • • • • •

STUDY TECHNIQUES

Read text; highlight no more than 10% Rewrite notes Outline chapters Teach someone else Recite information or write scripts / debates

Logical-mathematical • • • • •

SKILLS

Recognizing abstract patterns Reasoning inductive and deductively Discerning relationships & connections Performing complex calculations Reasoning scientifically • • • • •

STUDY TECHNIQUES

Organize material logically Explain material sequentially to someone Develop systems and find patterns Write outlines and develop charts and graphs Analyze information

Bodily-Kinesthetic • • • • •

SKILLS

Connecting mind and body Controlling movement Improving body functions Expanding body awareness to all senses Coordinating body movement • • • • •

STUDY TECHNIQUES

Move or rap while you learn; pace and recite Use “method of loci” or manipulative Move fingers under words while reading Create “living sculptures” Act out scripts of material, design games

Visual-Spacial • • • • •

SKILLS

Perceiving and forming objects accurately Recognizing relationships between objects Representing something graphically Manipulating images Finding one’s way in space • • • • •

STUDY TECHNIQUES

Develop graphic organizers for new material Draw mind maps Develop charts and graphs Use color in notes to organize Visualize material (method of loci)

Interpersonal • • • •

SKILLS

Seeing things from other’s perspectives Cooperating within a group Communicating verbally and nonverbally Creating and maintaining relationships • • • •

STUDY TECHNIQUES

Study in a group Discuss information Use flash cards with others Teach someone else

Intrapersonal • • • •

SKILLS

Evaluating own thinking Being aware of and expressing feelings Understanding self in relation to others Thinking and reasoning on higher levels • • • •

STUDY TECHNIQUES

Reflect on personal meaning of information Visualize information / keep a journal Study in quiet settings Imagine experiments

Musical • • • • •

SKILLS

Sensing tonal qualities Creating/enjoying melodies, rhythms Being sensitive to sound & rhythms Using “schemas” to hear music Understanding the structure of music • • • • •

STUDY TECHNIQUES

Create rhythms out of words Beat out rhythms with hand or stick Play instrumental music/write raps Put new material to songs you already know Take music breaks

Naturalistic • •

SKILLS

Ability to categorize something as a member of a group or species Ability to distinguish items in a group from one another • •

STUDY TECHNIQUES

Break down information into categories Look for relationships among ideas, events facts

Other learning variables Scope of thought

Scope of thought • •

Global Learner

“See the big picture” “How things relate to each other” – – – Summarize your notes Draw conclusions Sketch diagrams to show how things come together – Come up with questions about the topics covered in class • •

Detail learner

“Learn in logical patterns” “Like strict outlines” – – – – – Summarize notes with bulleted points Draw diagrams to relate small pieces of into to larger themes Make to-do lists for self Write questions down during class Think of examples to illustrate details