What is your Learning Style
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Adventurous Social
How do you Learn?
Learning Styles Evaluation
[pic] [pic]
Practical Conceptual
Developed by
Rob Denton
Electronics & Information Technology
TAFE SA
7/11/03
INTRODUCTION
This evaluation will help you identify your preferred 'learning style' – that is, How you learn best and the most effective Learning Activities for you. Also explore relationships between Learning Styles and LINKup Employability Skills (including Key Competencies).
It will help you better understand and improve your learning AND make effective choices in your learning.
You have your own unique mix of different learning styles but will most likely have one dominant learning style which you will discover from this evaluation.
There are NO RIGHT or WRONG answers and this evaluation does not seek to judge or ‘label’ you but simply to raise your awareness of your learning preferences. This evaluation is for YOU alone!
SO … What kind of learner are you ? …
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WHAT TO DO
STEP 1. Complete this evaluation
• 3 PARTS to complete
• For each part tick EVERY response that you think represents you (ie you can tick as many responses as you like in each part)
• This should take you less than 15 minutes
STEP 2. Results - "Determine your Dominant Learning Style"
• For each part, calculate the total number of ticks in each section (A, S, C and P) and complete the table below
• Each section represents a different Learning Style
• The more ticks the stronger your preference for that Learning Style
• The section with the highest total is your dominant Learning Style
* NOTE: PART 3 values need to be halved as they have twice as many responses as PARTs 1 & 2
|A Adventurous Learner |S Social Learner |
| | |
|PART 1: ________ |PART 1: ________ |
| | |
|PART 2: ________ |PART 2: ________ |
| | |
|PART 3: _____ / 2 = ________ |PART 3: _____ / 2 = ________ |
| | |
|TOTAL ________ |TOTAL ________ |
|P Practical Learner |C Conceptual Learner |
| | |
|PART 1: ________ |PART 1: ________ |
| | |
|PART 2: ________ |PART 2: ________ |
| | |
|PART 3: _____ / 2 = ________ |PART 3: _____ / 2 = ________ |
| | |
|TOTAL ________ |TOTAL ________ |
STEP 3. Conclusion - "What this all means for you"
• You can read about your dominant Learning Style in the descriptions provided at the end of this paper in INFORMATION ABOUT THE LEARNING STYLES. Remember, this is NOT your ONLY Learning Style but simply your dominant one. You have a bit of EVERY Learning Style and so will find it meaningful to read about them all - see if you can see a little piece of YOU in each description.
• A better understanding of 'how you learn', your likes and dislikes and your strengths and weaknesses will help you make appropriate choices and improve your learning.
For example, when given a choice of learning activities you should find it easier to choose those which suit you best.
When you are required to perform an activity that you don't really like, you will better understand why you don't like it and what particular qualities and skills it will take to complete the task.
Also, by developing skills across all learning styles you will improve your overall capacity to learn in a wide range of different situations.
• Finally, an increased awareness of your learning style provides an opportunity to take even greater control of your own learning. You will better understand your learning process, more effectively plan and timetable your learning program, and will be more confident to choose learning activities that suit you.
PART 1 - What I like when Learning
Tick EVERY response that you think represents you (ie one or more for each question)
1. I like to learn by …
|A |S |
|trial-and-error & doing it ‘my own way’ |collaborating with others and sharing ideas |
|P |C |
|doing practical things and tinkering |researching and taking time to think things over |
2. When learning something, I really need to know …
|A |S |
|its possibilities and potential benefits in real life |why it is important to me |
|P |C |
|how to do it |what the facts, latest research and expert opinions are |
3. When attempting something new, I rely on my …
|A |S |
|ability to come up with new ideas and ways to apply them |own personal experience and my intuition or ‘gut feel’ |
|P |C |
|common sense |thinking and reasoning ability |
| | |
4. When I buy a new appliance I …
|A |S |
|immediately plug it in and start pushing buttons |talk to someone about what I will do with it and how to use it |
|P |C |
|experiment with every feature systematically to find out how it all|read the user’s manual to find out all about it and how to use it |
|works |correctly |
PART 1 - What I like when Learning
5. I think I am …
|A |S |
|free-spirited and innovative |spontaneous and people oriented |
|P |C |
|practical and down to earth |analytical and inventive |
6. I would prefer to be …
|A |S |
|an entrepreneur |a poet |
|P |C |
|an engineer |an inventor |
7. I am more of …
|A |S |
|an explorer |a talker & listener |
|P |C |
|a doer |a thinker |
8. In my course it is most important to …
|A |S |
|find new possibilities and apply them to improve existing ways |establish a learning community in which I feel comfortable |
|P |C |
|put theory into practice |develop a thorough understanding |
| | |
PART 1 - What I like when Learning
9. My preferred approach to work or study is to …
|A |S |
|work to my own agenda, changing as necessary |go with the flow accommodating changes as necessary |
|P |C |
|develop a plan and stick to it to completion |continue until each topic is comprehensively covered |
10. I’m happy when my course allows me to …
|A |S |
|do things my way and prove and improve things for myself |feel accepted and valued as part of a team learning about things I |
| |believe in |
|P |C |
|complete a project efficiently, effectively and on schedule |resolve all ‘loose ends’ in developing a new concept in my mind |
PART 2 - My Strengths
Tick all the items that you feel apply to you
I am …
|A |S |
|a risk taker |people oriented |
|able to apply new ideas to the real world |collaborative |
|focussed on reality |guided by strong values and morals |
|impulsive |idealistic |
|innovative / creative |spontaneous |
|inspired by change |adaptable / flexible |
|curious |sensitive to people’s feelings |
|strongly individual & independent |intuitive / imaginative |
|visionary |keen to ensure harmony |
|focussed on ’big picture’ / holistic views |focussed on broad / holistic views |
|P |C |
|hands-on |analytical |
|skilled at organising & managing time |good at logical thinking and reasoning |
|productive |good at developing models and theories |
|factual |able to visualise and analyse concepts |
|focussed on detail (practical detail) |systematic / thorough |
|a common sense person |imaginative (concepts and ideas) |
|accurate |focussed on detail (theoretical detail) |
|stable / dependable |thoughtful / reflective |
|keen to seek perfection |objective |
|consistent |a researcher |
PART 3 - My Favourite Learning Activities
Tick all the items that you feel apply to you
I like …
|A |S |
|self-directed / self-paced activities |group activities |
|real life applications |discussions / debates |
|presenting my findings to others |informal online chats / email |
|simulations (to explore new ideas) |moderated forums (including online) |
|online explorations / research |joint projects |
|lots of choice / options |observing / interviewing people |
|mini lectures |excursions / site visits |
|independent or small group work |short readings |
|developing ‘big picture’ ideas |stories / metaphors / anecdotes |
|exploring |media presentations (TV, newspapers ..) |
|visual activities |case studies |
|self-evaluation (Self-Check Exercises) |poems |
|using initiative to develop own activities |personalised literature (about people) |
|integrating learning into my own life |magazines / journals |
|moderated forums exploring big issues |videos (people oriented) |
|asynchronous online forums/email |sharing / brainstorming ideas |
|problem solving real life issues |biographies |
|designing website to share achievements |games / role plays / simulation games |
|hypothetical questions (eg What if …?) |tutorials |
|interactive multimedia |personal feedback activities |
|P |C |
|practical activities |reading (theories, concepts, non-fiction) |
|experiments |research (including online) |
|working with technical manuals |computer simulations |
|following specific procedures |lectures |
|reading (instructions / dot point facts) |debates |
|applying models / theories |essays |
|computer simulations (practical designs) |discussions with experts / specialists |
|practical projects |online links with experts (forums/email) |
|real world application |graphics and text |
|tinkering |challenging / testing models and theories |
|visual as well as text based info |verbal activities |
|quizzes / puzzles / text book problems |questionnaires / surveys |
|annotated references and links |glossaries / Frequently Asked Questions |
|practical problem solving / faultfinding |analysing practical results |
|industry work experience |drawing conclusions |
|text book summaries |thinking and reflecting activities |
|designing and building |detailed discussions |
|practical demonstrations (live or video) |defining concepts (in words/diags/video) |
|project planning / scheduling |designing / drawing concepts visually |
|structured field trips |multimedia presentations |
Now return to … STEP 2. Results - "Determine your Dominant Learning Style"
INFORMATION ABOUT THE LEARNING STYLES
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INFORMATION ABOUT THE LEARNING STYLES
Descriptions of the Learning Styles …
|Adventurous Learners |Social Learners |
| | |
|'Do it my own way' approach to learning and living. |Enjoy sharing with others in their journey of learning and living. |
|Have fertile minds rich in innovative ideas and an ability to translate |Seek friendly relationships with everyone and thrive in harmonious |
|them into reality. |learning communities. |
|Thrive in an environment of challenge & change. |Thoughtful and very intuitive of people's feelings and well being. |
|Willing to act on impulse and follow their somewhat random thoughts and |Have a rather spontaneous random approach to things reflecting their |
|inspirations. |preference for subjective human nature over more scientific logical |
|Strong-willed individuals who are very independent and avoid conforming. |approaches. |
|Not easily convinced by others (regardless of the facts) preferring to |Skilled communicators, especially when it comes to perceiving subtle, |
|arrive at conclusions through their own experiences. |hidden meanings (eg through body language, tone of voice etc). |
|Challenge the status quo always seeking to improve reality through |Hold strong values and morals, seek personal meaning for their lives and |
|innovation. |are guided by their heart rather than their head. |
|Appreciate ambitious visions and can be effective initiators and change | |
|agents. | |
|Practical Learners |Conceptual Learners |
| | |
|Down to earth with a 'hands-on' approach to learning and living. |Intense thinkers seeking deep understanding in learning and living. |
|Very effective performers in the real world because they focus on things |Have a vivid imagination when it comes to abstract thoughts and ideas - |
|they can see, hear, touch etc and work with them in systematic, organised |not letting their thinking be limited by reality. |
|ways to achieve practical outcomes. |Able to conceptualise and visualise abstract ideas. |
|Like to learn and create new things through tinkering and practical |Able to see beyond the obvious to find hidden meaning then deal with it |
|experimentation. |very systematically in pursuit of a deeper understanding. |
|Like to 'get on with the job'. |Organise information very systematically to derive maximum meaning. |
|Appreciate lots of detail and clear instructions. |Like lots of time to research and reflect on things. |
|Focus on detail and getting the job done right and on time. |Very thorough, prefering to take on less activities in order to be more |
|Feel comfortable in ordered, stable, structured environments and generally|comprehensive and thorough. |
|dislike change. | |
|Keen to pursue perfection. | |
|Predictable, dependable and reliable. | |
INFORMATION ABOUT THE LEARNING STYLES
More descriptions …
|Adventurous Learners |Social Learners |
| | |
|[1] "… are primarily interested in self-directed discovery. They … seek to|[1] "… are primarily interested in personal meaning. They need to have |
|teach both themselves and others. Any type of independent study is |reasons for learning – ideally, reasons that connect new information with |
|effective for these learners. They also enjoy simulations, role play and |personal experience and establish that information’s usefulness in daily |
|games". |life. They like cooperative learning, brainstorming and integration of |
| |content areas (eg science with social studies, writing with the arts, |
|[2] They "… like to experiment using trial-and-error approaches. They tend|etc)" |
|to jump to conclusions and prefer to work independently or in small | |
|groups. They are gamblers and risktakers". |[2] They "… have a capacity to sense moods, and they use intuition to |
|They "… are leaders, not followers. They love to take charge. They refuse |their advantage. They prefer to learn in an unstructured environment such |
|to accept the words “don’t” or “can’t”. They thrive in a competitive |as group discussions and activities. They prefer not to be restricted by |
|atmosphere". |unnecessary rules and guidelines". |
|They "… are not overly concerned with making impressions or going out of |They "… use hand and body movements when communicating. They dislike |
|their way to win over people. They are often the prime movers of change". |routine activities and cold, unemotional people". |
|Practical Learners |Conceptual Learners |
| | |
|[1] "… are primarily interested in how things work; they want to 'get in |[1] "… are primarily interested in acquiring facts in order to deepen |
|and try it'. Concrete, experiential learning activities work best for them|their understanding of concepts and processes. They are capable of |
|– hands-on tasks etc". |learning effectively from lectures, and enjoy independent research, |
| |analysis of data and hearing what the 'experts' have to say". |
|[2] They "… prefer direct, hands-on experience. They exhibit extraordinary| |
|development of their five senses. They like touchable, concrete materials,|[2] They "… have excellent abilities with written, verbal, and image |
|and orderly presentations. They are adverse to change and do not oppose |symbols. They like to read, listen, and use their visual skills. They |
|tradition. They are habitual, punctual, and desire perfection". "You would|prefer a sequential presentation that is rational and substantive" |
|not see … (them) wear flashy colors or mismatched outfits. They are |They "… are 'fence straddlers' and highly skeptical". |
|organized, desire perfection, and give 'practical' gifts". | |
INFORMATION ABOUT THE LEARNING STYLES
Some 'common themes' between the various Learning Styles …
Random
| | | |
| |] | |
| | | | |
| |A |S | |
| | | | |
|Concrete[ |Adventurous Learner |Social Learner |]Abstract |
| | | | |
| |P |C | |
| | | | |
| |Practical Learner |Conceptual Learner | |
| | | |
| |] | |
Sequential
Descriptions on next page …
INFORMATION ABOUT THE LEARNING STYLES
The 'common themes' described …
(* The following extracts on the Gregorc Model of Learning Styles taken from [3] Tobias, 1994, p14-16)
1. Perception: The way we TAKE IN information
(Practical Learners and Adventurous Learners)
‘Concrete’
This quality lets us register information directly through our five senses: sight, smell, touch, taste and hearing. When we are using our concrete abilities, we are using what is here and now – the tangible, the obvious. We are not looking for hidden meanings or trying to make relationships between ideas or concepts. The key phrase simply stated is “It is what it is”.
(Social Learners and Conceptual Learners)
‘Abstract’
This quality allows us to visualize, to conceive ideas, to understand or believe what we can’t actually see. When we are using this abstract quality, we are using our intuition, our intellect, our imagination: We are looking beyond what is to the more subtle implications. The key phrase for the abstract is “It’s not always what it seems”.
2. Ordering: The way we USE the information we perceive
(Conceptual Learners and Practical Learners)
‘Sequential’
A sequential method of ordering allows our minds to organize information in a linear, step-by-step manner. When using sequential ability, we are following a logical train of thought, a conventional approach to dealing with information. Those who have strong sequential ordering abilities may prefer to have a plan and follow it rather than relying on impulse. Their key phrase is “Follow the steps”.
(Social Learners and Adventurous Learners)
‘Random’
Random ordering lets our minds organize information by chunks and with no particular sequence. When we are using our random ability, we may often be able to skip steps in a procedure and still produce the desired result. We might even start in the middle or begin at the end and work backwards. Those with a strong random way of ordering information may seem impulsive or more spontaneous. It appears as if they do not have a plan. Their key phrase is “Just get it done!”
LEARNING STYLES / EMPLOYABILITY SKILLS MATRIX
*Suggested relationships between Learning Styles and LINKup Employability Skills
|Adventurous Learner |Social Learner |
|[pic] |[pic] |
|EMPLOYABILITY SKILLS |EMPLOYABILITY SKILLS |
| | |
|Initiative & Enterprise |Communication |
| | |
|Self Management |Team work |
| | |
| | |
| | |
| | |
|Practical Learner |Conceptual Learner |
|[pic] |[pic] |
|EMPLOYABILITY SKILLS |EMPLOYABILITY SKILLS |
| | |
|Planning & Organising |Problem Solving |
| | |
|Technology |Learning |
| | |
|Mathematical Techniques |Using Information |
| | |
BIBLIOGRAPHY
[1] Learning Styles and the 4MAT System: A Cycle of Learning [Online, accessed 11 Feb 2000]
URL:
[2] Taylor, Melba 1997, 'Learning Styles', Inquiry [Online, accessed 11 Feb 2000] Volume 1, Number 1, Virginia Community College System, Spring. Available URL:
[3] Tobias, Cynthia Ulrich, The way they learn, Colorado Springs, Colorado, Focus on the Family Publishing, 1994.
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