What is your Learning Style

What's Your Learning Style

 
For these questions, choose the first answer that comes to mind and click on a,b, or c.

Question 1
When you study for a test, would you rather
a) read notes, read headings in a book, and look at diagrams and illustrations.
b) have someone ask you questions, or repeat facts silently to yourself.
c) write things out on index cards and make models or diagrams.

Question 2
Which of these do you do when you listen to music?
a) daydream (see things that go with the music)
b) hum along
c) move with the music, tap your foot, etc.

Question 3
When you work at solving a problem do you
a) make a list, organize the steps, and check them off as they are done
b) make a few phone calls and talk to friends or experts
c) make a model of the problem or walk through all the steps in your mind

Question 4
When you read for fun, do you prefer
a) a travel book with a lot of pictures in it
b) a mystery book with a lot of conversation in it
c) a book where you answer questions and solve problems

Question 5
To learn how a computer works, would you rather
a) watch a movie about it
b) listen to someone explain it
c) take the computer apart and try to figure it out for yourself

Question 6
You have just entered a science museum, what will you do first?
a) look around and find a map showing the locations of the various exhibits
b) talk to a museum guide and ask about exhibits
c) go into the first exhibit that looks interesting, and read directions later

Question 7
What kind of restaurant would you rather not go to?
a) one with the lights too bright
b) one with the music too loud
c) one with uncomfortable chairs

Question 8
Would you rather go to
a) an art class
b) a music class
c) an exercise class

Question 9
Which are you most likely to do when you are happy?
a) grin
b) shout with joy
c) jump for joy

Question 10
If you were at a party, what would you be most likely to remember the next day?
a) the faces of the people there, but not the names
b) the names but not the faces
c) the things you did and said while you were there

Question 11
When you see the word "d - o - g", what do you do first?
a) think of a picture of a particular dog
b) say the word "dog" to yourself silently
c) sense the feeling of being with a dog (petting it, running with it, etc.)

Question 12
When you tell a story, would you rather
a) write it
b) tell it out loud
c) act it out

Question 13
What is most distracting for you when you are trying to concentrate?
a) visual distractions
b) noises
c) other sensations like, hunger, tight shoes, or worry

Question 14
What are you most likely to do when you are angry?
a) scowl
b) shout or "blow up"
c) stomp off and slam doors

Question 15
When you aren't sure how to spell a word, which of these are you most likely to do?
a) write it out to see if it looks right
b) sound it out
c) write it out to see if it feels right

Question 16
Which are you most likely to do when standing in a long line at the movies?
a) look at posters advertising other movies
b) talk to the person next to you
c) tap your foot or move around in some other way

Total your a’s, b’s and c’s.

• If you scored mostly a's you may have a visual learning style. You learn by seeing and looking.

Visual Learners

1. take numerous detailed notes
2. tend to sit in the front
3. are usually neat and clean
4. often close their eyes to visualize or remember something
5. find something to watch if they are bored
6. like to see what they are learning
7. benefit from illustrations and presentations that use color
8. are attracted to written or spoken language rich in imagery
9. prefer stimuli to be isolated from auditory and kinesthetic distraction
10. find passive surroundings ideal

• If you scored mostly b's, you may have an auditory learning style. You learn by hearing and listening.

Auditory Learners

1. sit where they can hear but needn't pay attention to what is happening in front
2. may not coordinate colors or clothes, but can explain why they are wearing what they are
3. wearing and why
4. hum or talk to themselves or others when bored
5. acquire knowledge by reading aloud
6. remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

• If you had mostly c's, you may have a kinesthetic learning style. You learn by touching and doing.

Kinesthetic Learners

1. need to be active and take frequent breaks
2. speak with their hands and with gestures
3. remember what was done, but have difficulty recalling what was said or seen
4. find reasons to tinker or move when bored
5. rely on what they can directly experience or perform activities such as cooking, construction, engineering and art help them perceive and learn
6. enjoy field trips and tasks that involve manipulating materials
7. sit near the door or someplace else where they can easily get up and move around
8. are uncomfortable in classrooms where they lack opportunities for hands-on experience
9. communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

Adapted from: What’s Your Learning Style (2009). Retrieved Nov 4, 2010, from
http://people.usd.edu/~bwjames/tut/learning-style/.

Critical Thinking: a Technique for Better Learning

Critical Thinking is the ability to analyze, observe, asses or examine any element or idea with reference to the thinkers’ own views, knowledge, cultures and other various backgrounds, keeping in mind the authenticity, clarity, accuracy and fairness of the process of thinking.

The importance of critical thinking lies first on the fact that it elevates the status of thinking by raising it to its highest levels. It also facilitates communication between individuals from different backgrounds by eliminating misunderstanding and culture clashes. In addition, thinking critically can enhance problem-solving skills and helps the individuals to adapt to other’s cultures, rituals and differences.

As a teacher, I think it is very important for me and for my students to develop critical thinking skills and apply them in the teaching and learning process. Because critical thinking is self-directed and involves the students in autonomous and problem-based learning, it will ensure effective learning outcomes. It comprehends searching for information for accuracy and consistency enabling the students to enrich their knowledge repertoire, reflect on their own ideas, background knowledge and experiences as well as adapting to any situation academically or in real life.

 

By: Khadija Muhammad Abdussalam
Lecturer/ University of Khartoum

The ABCD Method.. An easy way to Tailor your Course Objectives without Problems

The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.

1. Audience (A) – Who? Who are your learners?
2. Behavior (B) – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
3. Condition (C) – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?
4. Degree (D) – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

Examples of well written objectives:



"C: Given examples and non-examples of constructivist activities in a college classroom, A: the student B: will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity D: in 20 words or less."


"C: Given two cartoon characters of the student's choice, A: the student B: will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon D: that illustrates three to five of the major personality traits of the composite character."

When reviewing example objectives above, you may notice a few things.

1. As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.
2. Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.
3. It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on a page on cognitive objectives (Blooms' Taxonomy), affective objectives and psychomotor objectives to see examples of key words for each level.

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