Question description
I need someone to help me with my assignment
Learning Style Inventory
Directions
: Circle the letter before the statement that best describes you.
1. If I have to learn how to do something, I learn best when I:
(V)
Watch someone show me how
.
(A)
Hear someone tell me how
.
(K)
Try to do it myself.
2.
When I read, I often find that I:
(V)
Visualize what I am reading in my mind’s eye
.
(A)
Read
out loud or hear the words inside my head.
(K)
Fidget and try to “feel” the content.
3.
When asked to give directions, I:
(V)
See the actual places in my mind as I say them or prefer to draw them.
(A)
Have
no difficulty in giving them verbally.
(K)
Have
to point or move my body as I give them.
4. If I am unsure how to
(V)
Write it in order to determine if it looks right.
(A)
Spell it out loud in order to determine if it s
ounds right.
(K)
Write it in order to determine if it feels right.
5. When I write I:
(V)
Am concerned with how neat and well spaced my letters and words appear.
(A)
Often say the letters and words to myself.
(K)
Push hard on my part or pencil and can feel the flow of the words.
6. If I had to remember a list of items, I would remember it best if:
(V)
Wrote them down.
(A)
Said them over and over to myself.
(K)
Move around and used my fingers to name each item.
7. I prefer teachers who:
(V)
Use a
board or overhead projector while they lecture.
(A)
Talk with lots of expressio
n.
(K)
Use h
ands
on activities.
8. When trying to concentrate, I have a difficult time when:
(V)
There is a lot of clutter or movement in the room.
(A)
There is a lot of noise in the room.
(K)
I have to sit still for any length of time.
9.
When solving a problem I:
(V)
Write or draw diagrams to see it.
(A)
Talk myself through it.
(K)
Use m
y entire body or move objects to help me think.
10. When given written instructions on how to build something, I:
(V)
Read
them silently and try to visualize how the parts will fit together.
(A)
Read
them out loud and talk to myself as I put the part together.
(K)
Try to put the parts together first and read later.
11. To keep occupied while waiting, I:
(V)
Look around, stare, or read.
(A)
Talk or listen to others.
(K)
Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:
(V)
Be brief because I do not like to talk at length.
(A)
Go into great detail because I like to talk.
(K)
Gesture and move around while talking.
13. If someone were verbally describing something to another person, I would:
(V)
Try to visualize what he/she was sa
ying.
(A)
Enjoy listening but want to interrupt and talk myself.
(K)
Become bored if her/his description got too long and detailed.
14. When trying to recall names, I remember:
(V)
Faces but forget names.
(A)
Names, but forget faces.
(K)
The situation where I met the person rather than the person’s name or face.
________________________________________________________________________________
Scoring instructions
: Add
the number of responses for each letter and enter the total below. The
area with the highest number of responses is your primary mode of learning.
Visual
Auditory
Kinesthetic
V = ________
A = ________
K = _________
Adapt
ed from
, Learning to Study Through
Critical Thinking, J.A. Beatrice
Learning Style Study Strategies
VISUAL LEARN
ER
∑
Organize work and living space to avoid distractions.
∑
Sit in the front of the room to avoid di
straction and away from doors or windows where action
takes place. Sit away from wall maps or bulletin boards.
∑
Use n
eatly organized or typed material.
∑
Use vi
sual association, visual imagery, written repetition, flash cards, and clustering strategies
for
improved memory.
∑
Recon
struct images in different ways try different spatial arrangements and take advantage
of blank spaces on the page.
∑
Use n
ote pads, Post
Its, todo lists, a
nd other forms of reminders.
∑
Use o
rganizational format outlining for record
ing notes. Use underlining, highlighting in
different colors, sym
bols, flow charts, graphs or pictures in your notes.
∑
Practice turning visual cues back into words as you
prepare for exams.
∑
Allow sufficient time for planning and recording thoughts when do
ing problem
solving tasks.
∑
Use te
st preparation strategies that emphasize organization of information and visual encoding
and recall.
∑
Participate actively in class o
r group activities.
∑
Devel
op written or pictorial outlines of responses before answering essay questions.
AUDITORY LEARN
ER
∑
Work in quiet areas to reduce distractions, avoiding areas with conversation, music, and
television.
∑
Sit away from doors or windows where noises may enter the classr
oom.
∑
Rehe
arse information orally.
∑
Attend lectures and tutorials regularly.
∑
Discuss
topics with other students, professors and GTAs. Ask ot
hers to hear your
understanding of the material.
∑
Use m
nemonics, rhymes, jingles, and auditory repetition through tape recording to improve
memory.
∑
Practice verbal interaction to improve motivation and self
monitoring.
∑
Use ta
pe recorders to document lectures and for reading materials.
∑
Remember to examine illustrations in textbooks an
d convert them into verbal descriptions.
∑
Read
the directions for tests or assig
nments aloud, or have so
meone read them to you,
especially if the directions are long and complicated.
∑
Remind yourself to review details.
∑
Use ti
me managers and translate written appointment reminders into verbal cues.
∑
Use ve
rbal brainstorming and tape recordin
g writing and proofing.
∑
Leave spaces in your lecture notes for later recall and 'filing'. Expand your notes by talking with
others and collecting notes from the textbook.
∑
Read
your notes aloud.
∑
Practice writing your answers using old exams and speak your answers.
Learning Style Study Strategies
KINESTHETI
C LEARNE
R
∑
Keep verbal discourse short and to the point.
∑
Actively participate in discuss
ions.
∑
Use a
ll of your senses
sight, touch, taste, smell, hearing.
∑
Use d
irect involvement, physical mani
pulation, imagery, and "hands on" activities to
improve
motivation, interest, and memory.
∑
Organize information into the steps that were used to physically complete a task.
∑
Seek out courses that have laboratories, field trips, e
tc. and lecturers who give
real life
examples.
∑
Use ca
se studies and applications (example) to help with principles and abstract concepts.
∑
Allow for physical action in solving problems.
∑
Read
or summarize directions, especially if they are lengthy and complicated, to discourage
starting a task without instructions.
∑
Use ta
ped reading materials.
∑
Use p
ractice, play acting, and modeling to prepare for tests.
∑
Allow for physical movement and periodic breaks d
uring tests, while reading, or while
composing written assignments.
∑
Role play the exam situation.
∑
Teach the material to someone else.
∑
Write practice answers, paragraphs or essays
