MODALITY STRENGTH CHECKLIST



MODALITY STRENGTH CHECKLIST

Directions: In each of the fourteen sections, give yourself a 1 for the category that best describes you. If you choose two descriptions give yourself .5 for each of them. Each section has only ONE point possible. After marking your selection in each of the fourteen sections, total the number of checks for columns V, A, and K. The column with the highest total broadly represents your preferred learning modality.

| | | | |

|“I” |V |A |K |

| |Visual |Auditory |Kinesthetic |

| | | | |

|1. Learning Style |Learn by seeing; watching demonstrations |Learn through verbal instructions from others|Learn by doing; direct involvement |

| | |or self | |

| | | | |

|2. Reading |Like description; sometimes stops reading to |Enjoy dialogue, plays; avoids lengthy |Prefers stories where action occurs early; |

| |stare into space and imagine scene; intense |description. unaware of illustrations; moves |fidgets when reading. handles books; not an |

| |concentration |lips or subvocalizes |avid reader |

| | | | |

|3. Spelling |Recognize words by sight; relies on |Use a phonics approach; has auditory word |Often am a poor speller; write words to |

| |configuration of words |attack skills |determine if they ‘feel’ right |

| | | | |

|4. Handwriting |Tend to be good, particularly when young; |Have more difficulty learning in initial |Good initially, deteriorate when space |

| |spacing and size are good; appearance is |stages; tend to write lightly; say strokes |becomes smaller; push harder on writing |

| |unimportant |when writing |instrument |

| | | | |

|5. Memory |Remember faces, forget names; write things |Remember names, forget faces; remember |Remember best what was done, not what was |

| |down, take notes |auditory repetition |seen or talked about |

| | | | |

|6. Imagery |Vivid imagination; think in pictures, |Subvocalizes, thinks in sounds; details less |Imagery not important; images that do occur |

| |visualize in detail |important |are accompanied by movement |

| | | | |

|7. Distractibility |Generally aware of sounds; distracted by |Easily distracted by sounds |Not attentive to visual, auditory |

| |visual order or movement | |presentation so seem distractible |

| | | | |

MODALITY STRENGTH CHECKLIST CONTINUED

| | | | |

|8. Problem Solving |Deliberate; plan in advance; organize |Talk problems out, try solutions verbally, |Attack problems physically; impulsive; often |

| |thoughts by writing them; list problems |subvocalize, talk self through problem |select solution involving greatest activity |

| | | | |

|9. Response to Periods of |Stare; doodle; find something to watch |Hum; talk to self or others |Fidget; find reasons to move; hold up hand |

|Inactivity | | | |

| | | | |

|10. Response to New Situations |Look around; examine structure |Talk about situation, pros and cons, what to |Try things out; touch, feel; manipulate |

| | |do | |

| | | | |

|11. Emotionality |Somewhat repressed; stare when angry; cry |Shout with joy or anger; blow up verbally but|Jump for joy; hug, tug, and pull when happy; |

| |easily, beam when happy; facial expression is|soon calm down; express emotion verbally and |stamp, jump, and pound when angry, stomp off;|

| |a good index of emotion |through changes in tone, volume, pitch of |general body tone is a good index of emotion |

| | |voice | |

| | | | |

|12. Communication |Quiet; do not talk at length; become |Enjoy listening but cannot wait to talk; |Gesture when speaking; do not listen well; |

| |impatient when extensive listening is |descriptions are long but repetitive; like |stand close when speaking or listening; |

| |required; may use words clumsily; |hearing self and others talk; use words such |quickly lost interest in detailed verbal |

| |embellishment; use words such as see, look, |as listen, hear, etc |discourse; use words such as get, take, etc |

| |etc | | |

| | | | |

|13. General |Neat; meticulous; like order; may choose not |Matching clothes not so important; can |Neat, but soon becomes wrinkled through |

| |to vary appearance |explain choices of clothes |activity |

| | | | |

|14. Response to the Arts |Not particularly responsive to music; prefer |Favor music; find less appeal in visual art, |Respond to music by physical movement; prefer|

| |the visual arts; tend not to voice |but am readily able to discuss it; miss |sculpture; touch statues and paintings; at |

| |appreciation of art of any kind, but can be |significant detail, but appreciate the work |exhibits stop only at those in which I can |

| |deeply affected by visual displays; focus on |as a whole; am able to develop verbal |become physically involved; comment very |

| |details and components rather than the work |association for all art forms; spend more |little on any art form |

| |as a whole |time talking about pieces than looking at | |

| | |them | |

| |V |A |K |

|TOTAL POINTS = 14 |Visual |Auditory |Kinesthetic |

| | | | |

| |

|PREFERRED LEARNING MODALITY = |

Learning Modalities

My learning modality is: ____________________________________.

There are 3 learning modalities.

1. AUDITORY

2. VISUAL

3. KINESTETHIC

___________________ learners learn by _______________________ and ___________________.

___________________ learners learn by ___________________ and ___________________ content ____________________.

___________________ learners learn by ________________. They like to ____________ into the activity or skill and _________________________ it.

What is one way to teach an auditory learner a new policy?

•

What is one way to teach a visual learner a new policy?

•

What is one way to teach a kinesthetic learner a new policy?

•

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